Pendidikan Pancasila melalui Model Problem Based Learning Berbasis Culturally Responsive Teaching di Kelas II SD

Abstract

The lack of collaboration skills of elementary school students can be intervened through teaching methods that consider the cultural backgrounds of the students. This study aims to improve students' collaboration skills in Pancasila Education learning through the application of the Problem Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach. This research uses qualitative and quantitative methods in Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of 28 second-grade students at an elementary school. Data collection techniques include observation, interviews, documentation, and assessment of students' collaborative performance. Data analysis was conducted quantitatively and qualitatively to observe the improvement in students' collaboration skill scores from each cycle. The results show that the average collaboration score of students in the pre-cycle was 65.3, increasing to 78.6 in Cycle I, and reaching 87.4 in Cycle II. This improvement indicates the effectiveness of the PBL model based on CRT in enhancing students' collaboration skills. Qualitatively, the research results show that the implementation of PBL contextualised with local culture through the CRT approach effectively enhances students' collaborative skills, both in aspects of cooperation, respecting peers' opinions, and completing group tasks fairly. The integration of PBL and CRT not only increases students' active participation but also creates an inclusive and responsive learning environment to the cultural diversity of students based on the values of pluralism in everyday life. Teachers need to apply the relevant approach so that students can learn comfortably, respect each other, and build cooperation amidst differences.