%K model Problem Based Learning, Social Emotional Learning, Pendidikan pancasila, Kesadaran sosial, Pancasila education, Social awareness
%X Penelitian ini dilatarbelakangi oleh seringnya terjadi tindakan yang mengarah pada tindak perundungan karena disebabkan tingkat kesadaran sosial siswa yang masih rendah di sekolah dasar. Tujuan dari penelitian ini adalah untuk mengetahui adanya pengaruh model Problem Based Learning terintegrasi Social Emotional Learning terhadap tingkat kesadaran sosial siswa dan membandingkan perbedaan pengaruh model antara siswa yang memperoleh model Problem Based Learning terintegrasi Social Emotional Learning dan model Cooperative Learning tipe STAD. Metode penelitian yang digunakan adalah kuasi eksperimen dengan menggunakan desain penelitian nonequivalent control group design. Sampel yang digunakan dalam penelitian ini adalah siswa kelas IV pada salah satu sekolah dasar di Kecamatan Kiaracondong, Kota Bandung. Hasil penelitian menunjukkan adanya pengaruh penerapan model Problem Based Learning terintegrasi Social Emotional Learning terhadap kesadaran sosial siswa pada pembelajaran Pendidikan Pancasila yang dibuktikan dengan perolehan rata-rata perhitungan N-Gain kelas eksperimen sebesar 0,66, di mana masuk dalam kategori cukup efektif. Hasil penelitian juga menunjukkan perbedaan pengaruh antara siswa yang memperoleh model Problem Based Learning terintegrasi Social Emotional Learning dan siswa yang memperoleh model Cooperative Learning tipe STAD, dibuktikan dengan perolehan hasil uji-t dengan nilai signifikansi (2-tailed) sebesar 0,000. Oleh karena itu, model Problem Based Learning terintegrasi Social Emotional Learning terbukti cukup efektif dalam meningkatkan kesadaran sosial siswa, sehingga dapat menjadi alternatif untuk pengembangan kesadaran sosial siswa sekolah dasar.
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This study was motivated by the frequent occurrence of acts that lead to bullying due to the low level of social awareness among elementary school students. The purpose of this study was to determine the effect of the Problem-Based Learning model integrated with Social Emotional Learning on students' social awareness and to compare the differences in the effects of the model between students who received the Problem-Based Learning model integrated with Social Emotional Learning and those who received the STAD Cooperative Learning model. The research method used was a quasi-experimental design employing a nonequivalent control group design. The sample consisted of fourth-grade students at one elementary school in Kiaracondong Subdistrict, Bandung City. The results of the study indicate that the implementation of the Problem-Based Learning model integrated with Social Emotional Learning has an effect on students' social awareness in Pancasila Education learning, as evidenced by the average N-Gain score of the experimental class, which was 0.66, falling into the moderately effective category. The research results also show a difference in the impact between students who received the Problem-Based Learning model integrated with Social Emotional Learning and those who received the Cooperative Learning model of the STAD type, as evidenced by the results of the t-test with a significance level (two-tailed) of 0.000. Therefore, the Problem-Based Learning model integrated with Social Emotional Learning has proven to be sufficiently effective in enhancing students' social awareness, making it a viable alternative for developing social awareness among elementary school students.
%D 2025
%T PENGARUH MODEL PROBLEM BASED LEARNING TERINTEGRASI SOCIAL EMOTIONAL LEARNING DALAM PEMBELAJARAN PENDIDIKAN PANCASILA UNTUK MENINGKATKAN KESADARAN SOSIAL SISWA SD: Penelitian Kuasi Eksperimen terhadap Siswa Kelas IV pada Salah Satu Sekolah Dasar Negeri di Kecamatan Kiaracondong Kota Bandung
%I Universitas Pendidikan Indonesia
%O https://scholar.google.com/citations?user=Jxwf_5MAAAAJ&hl=id
SINTA ID: 5989944
SINTA ID: 6732204
%A - Nisha Novitasari
%L repoupi136716