Kontekstualisasi Pembelajaran Pancasila Melalui Model Problem Based Learning dalam Keterampilan Kolaborasi Siswa Kelas V Sekolah Dasar

Luthfi Dimar Larasati, Meidawati Suswandari

Abstract

(1) Background: Pancasila education in primary schools is often delivered in a theoretical and text-based manner, which leaves students with limited opportunities to integrate Pancasila values into their daily lives and to develop collaboration skills in context. This study aims to analyze the implementation of the Problem-Based Learning (PBL) model in contextualizing Pancasila learning to improve the collaboration skills of fifth-grade primary school students. (2) Methods: This qualitative study employed a case study design involving 20 students in Grade 5A at SDN Telukan 01. Data were collected through participant observation, in-depth interviews with the teacher and students, and documentation of learning activities. Data were analyzed interactively through data reduction, data display, and conclusion drawing, with source and technique triangulation applied to ensure data trustworthiness. (3) Results: The findings show that contextualizing Pancasila values through PBL, by presenting authentic problems from the school's social environment, effectively developed students' collaboration indicators. Students demonstrated marked improvement in group role distribution, persuasive communication, active listening, and shared responsibility in formulating solutions to the problems presented. (4) Implications: The PBL model can transform the rigidity of moral and character education into action-based learning, thereby strengthening the internalization of Pancasila values and the dynamics of group cooperation at the primary education level.

Keywords

Problem-Based Learning; Collaboration Skills; Pancasila Education; Contextual Learning; Primary School

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DOI: https://doi.org/10.20961/ddi.v14i5.127445

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