This research aims to analyze the role of self-confidence and emotional regulation skills in improving the academic and non-academic achievements of fifth-grade students at SD N Wonoplembon 02, as well as to formulate effective development strategies to optimize the students’ potential comprehensively. The main issues identified are the low level of students’ self-confidence (only 5-10% dare to perform in front of the class) despite 95% of students mastering basic literacy skills well, difficulties in emotional regulation that lead to apathy towards learning, and limited collaboration with parents in shaping students’ affective character. This qualitative research used observation and interviews with fifth-grade teachers conducted in March 2025. The research results indicate that external factors, particularly family upbringing, contribute up to 75-80% to the formation of students’ self-confidence. The recommended solutions include the implementation of collaborative learning strategies with a “peer teaching” approach, intensification of weekly talent showcase programs and P5 activities as platforms for appreciating creativity, strengthening collaboration with parents through parenting programs focused on developing supportive parenting patterns, and the development of adaptive strategies to manage technological distractions by positively integrating technology into learning while building students’ emotional regulation skills.
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