Fatma Nur Asysyifa, Erawati Dwi Lestari

Strengthening Emotional Literacy Through Children's Literature in Adaptive Learning: A Study of the Character Dru in the Novel Dru dan Kisah Lima Kerajaan by Clara Ng

Introduction

Strengthening emotional literacy through children's literature in adaptive learning: a study of the character dru in the novel dru dan kisah lima kerajaan by clara ng. Discover how Clara Ng's "Dru dan Kisah Lima Kerajaan" strengthens emotional literacy in children through adaptive learning. Analyze Dru's emotional development and real-life reflection.

Abstract

Strengthening emotional literacy is an important aspect of 21st-century education, emphasizing the development of students' social and personal intelligence. This article aims to examine how children's literature, specifically Clara Ng novel Dru dan Kisah Lima Kerajaan, can be used as an adaptive learning medium to foster the ability to understand, manage, and express emotions in a healthy manner. Through a literature review approach and literary psychology analysis, this article focuses on the main character, Dru, who experiences developments in emotional control throughout the story. The findings indicate that Dru's emotional experiences in dealing with conflict, pressure, and socio-cultural differences in the five kingdoms can reflect emotional dynamics that are familiar to children and adolescents. The character of Dru can be used as an adaptive learning resource, as it allows students to identify the character's emotions, evaluate their responses, and reflect on them in a real-life context on a personal level. Thus, children's literature not only has aesthetic and moral value but also plays an important role in building students' emotional literacy through flexible and contextual learning.

Review

This article addresses a highly pertinent topic in contemporary education: the cultivation of emotional literacy through adaptive learning strategies. By focusing on children's literature, specifically Clara Ng's *Dru dan Kisah Lima Kerajaan*, the authors present a compelling argument for the novel's potential as a medium to enhance students' abilities to understand, manage, and express emotions. The paper's aim to explore the character Dru's emotional development in fostering social and personal intelligence is well-articulated, highlighting a valuable intersection between literary analysis and educational psychology. The emphasis on adaptive learning further positions this work as relevant to personalized and flexible pedagogical approaches. Utilizing a literature review and literary psychology analysis, the study meticulously examines the protagonist Dru's journey, tracing the character's emotional responses to various challenges such as conflict, pressure, and socio-cultural differences. The findings insightfully reveal that Dru's experiences mirror the emotional dynamics common in children and adolescents, making the character highly relatable. This identification process is central to the article's proposition that Dru serves as an effective adaptive learning resource, enabling students to critically evaluate emotional responses and reflect on them within their personal contexts. The methodology effectively bridges literary interpretation with practical educational application. Ultimately, this study underscores the multifaceted value of children's literature, extending beyond its traditional aesthetic and moral contributions to encompass a significant role in emotional development. By positioning children's literature as a flexible and contextual learning tool, the article provides a strong theoretical foundation for integrating such texts into emotional literacy curricula. While the abstract outlines a compelling case, future empirical research testing these propositions in diverse classroom settings would further solidify the practical implications of using characters like Dru as catalysts for emotional growth in adaptive learning environments.

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