WIDYA ACCARYA: Jurnal Kajian Pendidikan FKIP Universitas Dwijendra Vol 17 No 1.
April 2026
P ISSN: 2085-0018 E-ISSN: 2722-8339
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id/index.
php/widyaaccarya/index A Conceptual Review of the Physical Aspect in Expressing ChildrenAos Character and Interest in Social Studies Learning in MI/SD Susilasari Sultan Syarif Kasim State Islamic University susilasari221@gmail.
Aramudin Sultan Syarif Kasim State Islamic University aramudin@uin-suska.
Abstract- This study presents a conceptual synthesis of the role of physical characteristics such as facial expressions, body gestures, voice intonation, and behavioral attitudes in childrenAos interactions during Social Studies learning in MI/SD.
The study employs a literature review approach, focusing on collecting, examining, and synthesizing relevant scholarly sources to develop a comprehensive conceptual understanding of the topic.
Rather than establishing causal relationships, this review explores how various physical indicators are interpreted within educational contexts and how they are conceptually associated with childrenAos character expression and learning interest.
The synthesis of the literature suggests that different physical cues may be understood as meaningful representations in the learning process.
For instance, hand gestures are often conceptually linked to motor engagement and social interaction, while fingerprints are occasionally discussed in relation to individual cognitive tendencies in a symbolic manner.
Similarly, nails and hair are sometimes interpreted as reflecting emotional states and personality-related Facial expressions and eye behavior are commonly associated with attention and motivational engagement, whereas cognitive indicators such as thought patterns are inferred through observable learning However, these interpretations remain largely theoretical and context-dependent.
This conceptual review is limited by its reliance on secondary sources and the absence of empirical validation.
Therefore, the findings should be understood as interpretative frameworks rather than definitive Overall, the study highlights the importance of considering physical and behavioral cues as part of a broader pedagogical perspective that may support more responsive and inclusive Social Studies learning in elementary education.
Keywords: Children's Physical Appearance.
Character.
Learning Interest
INTRODUCTION
Education at the Madrasah Ibtidaiyah (MI) or Elementary School (SD) level plays a fundamental role in shaping childrenAos character, skills, and developmental potential.
At this stage, learners are in a critical period of development, where learning experiences are strongly influenced by interaction, observation, and direct engagement with their environment.
Teachers therefore function not only as knowledge transmitters but also as facilitators who are responsible for recognizing and nurturing studentsAo interests and talents through responsive and meaningful learning processes.
Recent educational research emphasizes that identifying childrenAos interests and talents should not rely solely on formal academic assessments such as test scores or written Contemporary WIDYA ACCARYA 2026 educational psychology and classroom-based observation highlight the importance of nonverbal and observable behavioral indicators in learning contexts, including facial expressions, body gestures, participation patterns, voice intonation, and interaction styles .
Fredricks et al.
, 2004.
Hattie, 2009.
Reeve, 2.
These behavioral cues are increasingly recognized as part of student engagement and can provide meaningful insights into learnersAo motivation, preferences, and potential strengths in specific In Social Studies (IPS) learning, which emphasizes social interaction, communication, and value-based understanding of real-life contexts, such observable behaviors become particularly relevant.
For instance, active participation in discussion, willingness to express opinions, collaborative behavior in group work, and sustained attention during social problem- P a g e 111 WIDYA ACCARYA: Jurnal Kajian Pendidikan FKIP Universitas Dwijendra Vol 17 No 1.
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php/widyaaccarya/index solving activities may indicate underlying interpersonal, linguistic, or leadership-oriented However, in many classroom practices, these behavioral signals are still underutilized as systematic indicators for identifying student interests and talents.
Empirical studies in Indonesia further support this issue.
Research conducted in several elementary and madrasah settings shows that student participation in talent development activities often does not align with their actual interests due to limited identification strategies and lack of teacher guidance based on behavioral observation (Jannah et al.
, 2023.
Setiawan, 2022.
Lubis, 2.
These findings suggest that the gap between studentsAo potential and its identification remains a persistent challenge in basic education, particularly when assessment practices are still dominated by cognitive and summative measures.
Theoretically.
PiagetAos development theory explains that children aged 7Ae12 years are in the concrete operational stage, where learning is strongly shaped by direct experience and observable reality rather than abstract reasoning (Piaget, 2.
In addition.
GardnerAos theory of multiple intelligences highlights that children possess diverse forms of intelligence that can be observed through different behavioral expressions in learning situations, such as linguistic interaction, logical reasoning, kinesthetic activity, and interpersonal engagement (Gardner, 2.
From this perspective, studentsAo classroom behaviors can be interpreted as meaningful indicators of their learning preferences and potential intelligences, rather than as isolated physical attributes.
Based on this theoretical and empirical foundation, it is increasingly important to conceptualize the analysis of studentsAo observable behaviors as a holistic approach for identifying interests and talents in elementary Social Studies learning.
Rather than focusing on physical characteristics in a literal or anatomical sense, this study emphasizes behavioral observation as a pedagogical lens to support more inclusive, responsive, and student-centered Such an approach enables teachers to develop more adaptive instructional strategies and to better facilitate the development of studentsAo potential in a comprehensive manner.
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II.
METHOD
This study employs a structured literature review approach using a qualitative thematic synthesis framework, adapted from the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyse.
The use of this framework aims to ensure a transparent, systematic, and replicable process in identifying, selecting, and analyzing relevant literature related to childrenAos observable behaviors, character development, and learning interest in Social Studies (IPS) at the MI/SD level.
This approach does not involve primary empirical data collection, but focuses on synthesizing existing scientific knowledge to construct a conceptual understanding of the topic (Cahyono et al.
, 2019.
Asyari, 2.
The literature review process was conducted through four main stages.
The first stage was identification, where relevant literature was collected from academic databases such as Google Scholar.
Scopus-indexed journals .
hen availabl.
, national journals, educational books, and official publications from the Ministry of Education and Culture.
Keywords used in the search process included combinations of terms such as AichildrenAos learning behavior,An Aistudent engagement,An Aicharacter education,An Ailearning interest,An Aisocial studies learning,An and Aielementary education.
An The second stage was screening, in which duplicate publications were removed and titles and abstracts were reviewed to ensure relevance to the research focus.
At this stage, studies that did not specifically discuss observable student behaviors or learning interest in elementary education contexts were excluded.
The third stage was eligibility assessment, where full-text articles were evaluated based on inclusion criteria, including: .
relevance to childrenAos behavior, character, or learning interest.
focus on elementary or madrasah ibtidaiyah .
publication in credible academic and .
clarity of theoretical or empirical Studies with limited methodological explanation or weak conceptual relevance were The final stage was data synthesis and thematic analysis.
The selected literature was analyzed using a qualitative thematic synthesis approach to identify recurring patterns and P a g e 112 WIDYA ACCARYA: Jurnal Kajian Pendidikan FKIP Universitas Dwijendra Vol 17 No 1.
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php/widyaaccarya/index conceptual relationships.
The analysis focused on how previous studies conceptualize studentsAo behaviorsAisuch expressions, gestures, participation, attention, and interaction patternsAias indicators of learning interest and character development in Social Studies learning.
The synthesis process followed the principles of data reduction, categorization, and interpretation to construct an integrated conceptual framework (Sugiyono.
Through this structured literature review process, the study aims to develop a comprehensive and systematic understanding of how studentsAo observable classroom behaviors can be interpreted as meaningful indicators in identifying character and learning interests in MI/SD Social Studies education.
RESULT AND DISCUSSION
The concept of detecting the characteristics, interests and talents of children in learning from 5 fingers, fingernails, face, hair, eyes, lines of thought or lines of concentration Elementary school students are generally children aged 7 to 12 years old and how many are at the concrete operational stage.
Based on the theory of cognitive development according to Piaget, at this stage the child will experience a phase in which the child understands the observation, and manipulation of real Thus, physical behaviors such as facial expressions, body movements, and motor habits can be important clues in detecting their interests and talents (Piaget.
Gardner proposed the concept of multiple intelligences which includes linguistic, logical-mathematical, musical, kinesthetic, interpersonal, intrapersonal, and naturalistic intelligence.
Every intelligence is often reflected through physical For example, children with kinesthetic intelligence tend to be active and agile using their fingers, while children with interpersonal intelligence show more vivid facial expressions and eye contact.
The characteristics, interests and talents from physical indicators is as follows:
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Five Fingers of the Hand (Rukmana, 2.
Thumb Symbolizes personality, courage, and the desire to lead.
Children who often use their thumbs when pointing or emphasizing activities usually have high leadership potential and confidence Telunyuk Symbolizes concentration, direction, and academic inclination.
Children who often use their index finger when studying, pointing to writing, or directing friends usually have a talent in academics or organizations .
Middle finger It is related to balance and Children who show good control of the middle finger movements tend to be meticulous and diligent .
Ring finger It is often associated with creativity, art, and aesthetics.
Children with fine motor skills on the ring finger often have a predisposition to music, painting, or other creative skills .
Little finger language, and self-expression.
Children who are fluent in using the little finger .
or example, when writing or holding small object.
are usually quick to respond to language and communication Fingernails (Rukmana, 2.
Clean, neat, and healthy nails:
Shows the child has a disciplined character and attention to detail.
Nails are often dirty/neglected:
It can be an indicator of a lack of attention, self-control, or a tendency for children to physical/outdoor .
Nail-biting habits: May indicate anxiety, high concentration, or excessive Children with this habit often have an interest in analytical activities or problem solving, although they need to be directed not to overdo it Face (Rukmana, 2.
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Square Face: has a strong and dashing personality.
They are work-loving people who rely on strength and physicality, as a protective figure, and are able to provide a sense of security and comfort to everyone who is nearby.
Round face: has a cheerful, friendly and pleasant personality.
Its presence will bring a more lively atmosphere to every condition.
It's easier to be close to anyone and easy to get along with anyone .
Rectangular Face:
Synonymous with an ambitious, active personality and having good self-control.
addition, he has an introverted nature with above-average .
Triangle Face: is a relative and active character, but it is a character that is sensitive and able to recognize changes that occur in the surrounding environment.
He has a moody characteristic, known as an irritable figure but has a friendly and open Hair (Hurlock and Elizabeth, .
Straight/neat hair: Usually associated with a systematic, orderly, and rule-abiding character .
Curly/wavy hair: Tends to be creative, full of ideas, and expressive.
Thin hair and infrequent growth: is an imaginative, intelligent and slightly critical figure and is able to accommodate his own critical thinking.
Front bald hair: is a person of deep thinking.
Have good concentration and be able to come up with brilliant ideas .
Thick black hair: shows a passionate character Ae fluffy and passionate.
A person who has a high spirit in any matter.
He is also a quiet but very disgusting figure.
Short and climactic hair: is a neat, simple, and parlentent person.
This figure is busy and his mobility is quite high with a forward-oriented mind and meticulous in his work.
Oval Face: has a good mental balance and is able to think clearly and is not easily controlled by emotions in him.
This person has a firm character towards the principles of life that fascinates people with his own charisma.
Full of positive aura and high intelligence in diplomacy.
He has a high perspective in assessing a job and can quickly learn from others.
His ability is what makes him an excellent duplicator.
addition, he is also a hard worker, intelligent, and applies high discipline.
Short hair: describes a practical, agile and dexterous person.
This soso needs recognition of his existence and always wants to appear dominant.
Inverted Triangle Face:
Although he has an ambitious nature, he is still able to see things realistically and adapt them to his abilities.
He can work under pressure and has an excellent memory.
This ability to remember is what makes him quick to learn new things in his work.
Narrow eyes: describes a person who is focused on achieving Hardworking in realizing his desires and very totality in his work Rhombus Face: Perfectionist is the main character in him and this is evident in his facial line.
Naturally, he has a high sense of confidence and a strong He was born with the talent to be a great leader.
have a strong personality.
has a charisma that emanates from his work Others can easily follow the rules he sets.
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Plontos hair: is an independent figure who likes freedom and independence Eyes .
Wide eyes: is an authoritative and charismatic person.
His sharp and focused eyes indicate a person who is very focused and loves honesty .
Ball eyes: describes a person with a friendly, polite, and affectionate A figure who is easily touched and very close to family.
Oval eyes: shows a person who likes to excess, especially in the way of He is a figure full of imagination and sometimes his thoughts and ways of looking are carried away by his imagination.
Thought Line P a g e 114 WIDYA ACCARYA: Jurnal Kajian Pendidikan FKIP Universitas Dwijendra Vol 17 No 1.
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Forehead line formed when serious: Indicates the child is exerting full usually has academic potential or logical interest Concentration lines on the Characters based on the shape of the eyebrows can be seen as follows:
Meeting Eyebrows: People with eyebrow shapes that fall into the category of meeting eyebrows or eyebrows meeting are people who never stop thinking.
He always thinks about anything in his life.
Sometimes, he is considered slow in making decisions because he thinks too much and takes too long.
He is rarely seen relaxing and relaxed.
He spent his life thinking and evaluating whatever was going on around .
Straight eyebrows: People with straight eyebrows are known as people who always think logically, are able to analyze all problems, and always act based on logic that they have thought through.
also likes to judge and analyze others with the data he has.
Angled Eyebrows: a person with slanted eyebrows is a person who has good authority, purpose, interests and selfcontrol.
That is why he always controls .
Curved Eyebrows: known as a friendly, supplicant, fun and nature-loving Living life like flowing water with a relaxed demeanor.
Thin eyebrows: people with these eyebrows are people with very sensitive nature and easily feel hurt and sensitive feelings.
How to detect and analyze children's characteristics, interests and talents in learning through 5 fingers, fingerprints, fingernails, face, hair, eyes, thought lines or concentration lines Detecting children's characteristics, interests, and talents can be done through physical and behavioral observation This is important because elementary school-age children are at the stage of concrete operational development, which is a period when their thinking ability WIDYA ACCARYA 2026 is manifested through real actions, physical expression, and interaction with the environment (Peaget, 2.
Five fingers can be a symbolic as well as a motor indicator.
The thumb that children often use to point or sign can show confidence and courage in making decisions.
An active index finger usually indicates a direction of attention and concentration, so it can be associated with leadership ability.
The middle finger symbolizes balance, while the ring finger tends to be associated with creativity, for example in the art of drawing or The little finger, which is related to communication, reflects the child's activeness in social interaction.
(Tadkiroatun, 2.
Fingerprints or dermatoglyphics provide a unique picture of the child's innate Kanchan's .
research shows that fingerprint patterns can be associated with certain intelligence tendencies, for example logical-mathematical or kinesthetic Singh .
also found a significant correlation between fingerprint patterns and children's critical thinking skills.
Some forms of fingerprints based on their fingerprints can be seen as follows:
Loop pattern: Fingerprint flow in from one side, circular, and then exit on the same side.
The general character is flexible, adaptable, and not rigid.
Prefer a safe and comfortable atmosphere.
Tends to be friendly, communicative and has high empathy.
Easy to work together in a group and sometimes a bit slow in making decisions because of .
Whorl Pattern (Spiral or circula.
: The line of fingerprints forms a circle or spiral in the center.
With a general character who is analytically and logicallyminded, likes to be challenging, independent, and has a strong stance.
Creative, imaginative and usually have original ideas, confident, sometimes stubborn and suitable to be a leader or innovator.
Arch .
ountain/wav.
A simple fingerprint line, flowing from one side to the other forming a hill or wave without being circular.
The general character is simple, honest and realistic, hardworking, diligent and consistent, seems quiet, careful and disciplined, sometimes takes a long time to adjust and does not like to be sudden.
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php/widyaaccarya/index The condition of fingernails is often a sign of emotional and psychological Children who have neat nails are usually more disciplined, while children who often bite their nails tend to experience anxiety or are actually trying to focus on an Hurlock emphasized that this kind of small habit can be used as an indicator of the emotional state of children (Hurlock.
Here are the characteristics of children based on the shape of the nails:
Nail flower on the right hand (Index finger, middle or swee.
: a child with a nail flower on the right hand is considered cheerful, optimistic, easy to please others, and brings good luck to himself and his Often considered a cleanhearted child who is loved by many people (Merdeka.
com, 2.
Flower nails on the left hand :
Considered sensitive, sensitive, and emotionally sensitive children.
However, it is also full of intuition and high empathy, easy to read other people's moods (IDN Times, 2.
Nail flowers appear on many fingers at once: Children are believed to have a great aura of luck, are liked by many people, and often bring unexpected sustenance to their families.
However, it must also be kept from being arrogant or .
Nail occasionally and then disappear: A sign that the child is easily changed, sometimes cheerful, sometimes moody, but has strong inner sensitivity and often has the right .
Nail flowers are only on certain fingers for example thumb: A sign of a child who is talented or has natural abilities in certain things.
Faces emotional reflection to read.
According to Paul Ekman, facial expressions are a universal language for human emotions (Ekman, 2.
A genuine smile, a sparkling gaze, or a frown are clues to whether the child is happy, interested, confused, or depressed in learning Hair can be used as a symbol of self-expression.
Children who are used to WIDYA ACCARYA 2026 styling neat hair tend to be systematic and like order, while children who often play with their hair show a need for comfort or imaginative expression.
Santrock .
added that this kind of physical habit can describe aspects of a child's personality and learning style.
The eyes function as a window of concentration.
Intense eye contact indicates interest and focus, while a distracted gaze can indicate active imagination or interest in other things outside of the lesson.
Gardner .
children's learning motivations.
The line of thought or concentration line that appears on the forehead when the child focuses on reading or working on a problem can reflect the level of Piaget states that in the concrete operational stage, the child's mental effort is often reflected through body language and facial expressions as he tries to understand new concepts.
Thus, the detection of children's interests and talents through physical indicators is not intended to be rigid labels, but as an observation tool for teachers.
This approach allows MI/SD teachers to recognize each child's unique potential and adjust learning strategies to be more humanistic and developmentally needed.
How To Improve Students' Learning Ability By Considering 5 Fingers.
Fingerprints.
Fingernails.
Face.
Hair.
Eyes.
Lines Of Mind Or Lines Of Concentration Improving students' abilities can not only be done through formal teaching methods, but also through the observation and utilization of their physical indicators and body expressions.
Teachers who are sensitive to 5 fingers, fingerprints, fingernails, face, hair, eyes, and lines of thought or concentration will find it easier to adjust learning strategies according to children's interests and talents.
First, through five fingers, teachers can optimize children's fine motor skills.
Writing, drawing, folding paper, or playing music help develop creativity and Gardner .
explains that kinesthetic and musical intelligence develop rapidly through hand-finger coordination.
Teachers P a g e 116 WIDYA ACCARYA: Jurnal Kajian Pendidikan FKIP Universitas Dwijendra Vol 17 No 1.
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php/widyaaccarya/index can design project-based learning to further hone these skills.
Second, by considering fingerprints, teachers can use the results of dermatoglyphics analysis to direct students to areas that match their potential.
For example, certain fingerprint patterns that tend to be logical can be directed to problem-solving-based learning.
Singh .
emphasized that knowledge about fingerprints can be used as a basis for developing personal learning strategies.
Third, through fingernails, teachers can understand the emotional state of students.
Children who like to bite their nails while studying may need a more relaxed, creative, and interactive method to be free from Hurlock .
emphasizes the importance of teachers to create a pleasant learning atmosphere so that physical habits that reflect anxiety can be minimized.
Fourth, faces can be an indicator of learning Teachers need to strengthen interactions by utilizing children's facial expressions: giving appreciation with Ekman .
explained that facial expressions can increase positive emotional communication in the learning Fifth, hair can reflect self-expression.
Teachers can provide space for creativity, for example in art or skills, so that children who like to play with hair can channel their imagination into productive activities.
Santrock .
said that learning that gives space for self-expression is able to strengthen children's self-concept.
Sixth, the eyes are the window of concentration.
Teachers can use eye contact to maintain students' focus, for example by question and answer methods, group discussions, or the use of visual media.
Gardner emphasizes that face-to-face interactions help strengthen interpersonal intelligence while building students' confidence.
Seventh, the line of thought or line of concentration seen on the forehead when the child thinks loudly indicates cognitive involvement.
Teachers can improve students' abilities by providing academic challenges that are appropriate to the child's level of cognitive development.
Piaget .
said that at the concrete operational stage, children learn effectively through exploratory activities and problem
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Thus, improving students' abilities by considering these physical indicators means that teachers read nonverbal signs as the basis for designing learning that is personalized, humanistic, and according to the needs of children's development.
IV.
CONCLUSION
Social Studies learning in SD/MI requires teachers to go beyond a sole emphasis on academic achievement and instead develop a more comprehensive understanding of studentsAo characteristics, learning interests, and developmental tendencies.
In this regard, classroom-based observation of studentsAo visible behaviorsAisuch as gestures, facial expressions, participation patterns, attention, and interaction stylesAimay serve as one of several complementary sources of insight into how learners engage with learning activities.
However, these behavioral cues should be interpreted cautiously and contextually, rather than being treated as fixed or definitive indicators of specific talents or personality The literature suggests that studentsAo observable behaviors in learning situations can provide meaningful information about engagement and learning preferences.
For example, active participation in discussions may reflect communicative tendencies, while sustained attention during tasks may indicate cognitive engagement.
Nevertheless, such interpretations are not absolute and should be understood as part of a broader, dynamic, and context-dependent Therefore, no single indicator should be used in isolation to determine a childAos interests or In the context of Social Studies learning, integrating behavioral observation with other forms of assessment can help teachers design more adaptive, inclusive, and student-centered instructional strategies, such as collaborative learning, role-playing activities, project-based learning, and the use of visual and contextual These approaches enable teachers to respond more effectively to diverse student needs without reducing learners to simplified behavioral classifications.
Overall, emphasizes that the success of Social Studies learning in SD/MI is not only reflected in cognitive achievement, but also in the extent to which learning environments accommodate P a g e 117 WIDYA ACCARYA: Jurnal Kajian Pendidikan FKIP Universitas Dwijendra Vol 17 No 1.
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php/widyaaccarya/index student diversity and encourage meaningful A balanced and reflective approach to interpreting studentsAo observable behaviors is therefore essential to ensure that learning remains humanistic, inclusive, and developmentally appropriate.
REFERENCES