Implementasi Pembelajaran Joyful Learning Dalam Meningkatkan Kemampuan Berpikir Kreatif Pembelajaran Pendidikan Pancasila

Danielta Gerry Putra Aryanza, Supianto Supianto, Jenny Indrastoeti Siti Poerwanti

Abstract

Creative thinking ability is a crucial competency to be developed within Pancasila Education instruction, equipping students to meet the demands of the 21st century. Preliminary observations in the fifth-grade class at SD Negeri 2 Kedungrejo revealed that students' creative thinking abilities were still low. This situation stemmed from a teacher-centered instructional approach, which limited opportunities for students to express ideas, propose various solutions, and develop creative concepts. This study aimed to enhance students' creative thinking abilities by implementing a "Joyful Learning" approach in Pancasila Education. The study employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted over two cycles. Each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subjects were fifth-grade students at SD Negeri 2 Kedungrejo. Data were collected through creative thinking tests, observations, interviews, and documentation, and subsequently analyzed using quantitative and qualitative descriptive techniques. The results demonstrated that the implementation of Joyful Learning successfully improved students' creative thinking abilities. The mastery percentage rose from 39.55% in the pre-action stage to 59.97% in Cycle I, reaching 80.00% in Cycle II. This improvement was evident across all indicators of creative thinking: fluency, flexibility, originality, and elaboration. Thus, Joyful Learning proved effective in creating an active, enjoyable, and meaningful learning atmosphere, thereby successfully fostering students' creative thinking abilities in Pancasila Education.I

Keywords

Joyful Learning; Creative thinking skills; Pancasila Education

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DOI: https://doi.org/10.20961/ddi.v14i6.126807

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