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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE LEARNING CYCLE 5E TERHADAP KETERAMPILAN BERPIKIR KREATIF SISWA SMP NEGERI 2 KUANTAN MUDIK Dehlia Katri Pineza; Supentri; Kingkel Panah Grosman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39042

Abstract

This research is motivated by the low level of creative thinking skills of students at SMP Negeri 2 Kuantan Mudik. This is caused by the old learning method which still uses the lecture method. The low level of creative thinking skills of students in the PPKn subject is indicated by the results of pre-research which show that students are less active in the learning process, students are less brave to express their opinions, less interact and collaborate with classmates in solving problems and teachers have not used varied learning models. Data collection was carried out using observation and questionnaire methods. This research was conducted on grade IX students of SMP Negeri 2 Kuantan Mudik consisting of 2 classes, namely class IX1 with 22 students and class IX2 with 23 students. Data analysis was carried out using the SPSS processing application after all data were tested for validity and reliability on the data. The results showed that the average control class experienced a not very significant increase, in the control pretest showed an average of 55.22 and there was an increase in the results to 58.04. This means that the usual learning method or lectures did not greatly influence students in creative thinking. Meanwhile, in the experimental class, there was a significant increase in the average score after the treatment. The pretest average was 53.95, and the posttest average increased significantly to 71.18. This average score indicates that the 5e learning cycle method has an impact on creative thinking skills.
PENGARUH PENERAPAN METODE PEMBELAJARAN DEBAT TERHADAP PARTISIPASI BELAJAR SISWA KELAS X SMA NEGERI 7 PEKANBARU PADA MATA PELAJARAN PENDIDIKAN PANCASILA Cesca Amelta; Hambali; Kingkel Panah Grosman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52701

Abstract

This study aims to analyze the effect of implementing the debate learning method on the learning participation of Grade X students at State Senior High School 7 Pekanbaru in the Pancasila Education subject. The low level of students' active participation is caused by the dominance of conventional teacher-centered learning methods that became the main background for conducting this study. The research employed a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The sample consist of two classes with a total of 70 students equally divided into an experimental class (X.6, n=35), which used the debate method, and a control class (X.4, n=35), which used conventional methods. Data were collected through questionnaires and observation sheets assessing teacher and student activities. Data analysis was conducted using descriptive and inferential statistical tests in the form of an independent t-test, assisted by IBM SPSS Statistics 25. The results of the hypothesis test in the second meeting showed a significance value (2-tailed) of 0.031 (sig. (2-tailed) < 0.05), leading to the rejection of    and acceptance of   , which indicating a significant difference in learning participation between the two data groups. The effectiveness of the treatment was further supported by an effect size value (Cohen's d) of 0.527, which falls into the medium effect category. Based on these findings, it can be concluded that the debate learning method has a significant positive effect on increasing students’ learning participation in the subject of Pancasila education.
IMPLEMENTASI NILAI-NILAI DEMOKRASI PADA PEMBELAJARAN PENDIDIKAN PANCASILA DALAM MENINGKATKAN SIKAP DEMOKRATIS SISWA KELAS XI DI SMAN 5 PEKANBARU M. Fikri Isnan Pramana; Jumili Arianto; Kingkel Panah Grosman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53399

Abstract

This study aims to understand how the implementation of democratic values in Pancasila Education learning can improve democratic attitudes among eleventh-grade students at SMAN 5 Pekanbaru. The background of this research stems from student behavior that shows a lack of democratic attitude, such as not respecting friends' opinions, low tolerance in group discussions, and a tendency to behave individualistically. This research applies a descriptive qualitative approach by gathering data through participant observation, in-depth interviews, and documentation. The informants involved in this study consisted of the vice principal of curriculum, the Pancasila Education teacher, and eleventh-grade students. Data analysis was carried out through the steps of data collection, data reduction, data display, and drawing conclusions, with data validity tested using source and technique triangulation. The results indicated that the implementation of democratic values in Pancasila Education has been carried out using group discussion methods, consensus building (musyawarah), freedom of expression, and habituating mutual respect in class. The teacher functions as a facilitator who creates opportunities for students to participate actively and serves as a model for democratic behavior. Students' democratic attitudes can be seen from their increased courage to express opinions, ability to respect differences, tolerance, and readiness to accept group decisions. Some challenges are still encountered, such as limited learning time, variation in student character, and the lack of active participation from all students in discussions. Overall, the implementation of democratic values contributes positively to enhancing students' democratic attitudes in daily social interaction.
Analisis Pendidikan Pancasila Sebagai Instrumen Moderasi Budaya Dalam Sikap Toleransi Antarsuku di SMK Masmur Pekanbaru Ruth Clarissa; Haryono; Kingkel Panah Grosman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56981

Abstract

Ethnic diversity in the school environment is a reality that requires strengthening the values of tolerance to create harmonious social interactions. This study aims to analyze Pancasila Education as an instrument of cultural moderation in forming an attitude of tolerance between ethnic groups at Masmur Vocational High School, Pekanbaru. The study used a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. Research informants consisted of Pancasila Education teachers, principals, guidance and counseling teachers, and students from diverse ethnic backgrounds. Data were analyzed through data reduction, data presentation, and drawing conclusions using triangulation of sources and techniques to test the validity of the data. The results of the study indicate that Pancasila Education plays an important role as an instrument of cultural moderation through the internalization of Pancasila values in learning, teacher role models, school culture, and student social interactions. The values of unity, humanity, justice, mutual cooperation, and respect for diversity are able to form an attitude of tolerance between ethnic groups that is reflected in the behavior of mutual respect, working together without differentiating ethnic backgrounds, and maintaining harmony in the school environment. Thus, Pancasila Education serves not only as a subject but also as a strategic instrument for strengthening cultural moderation and fostering inter-ethnic tolerance among students.
Co-Authors Cesca Amelta Dehlia Katri Pineza Hambali HARYONO Jumili Arianto M. Fikri Isnan Pramana Ruth Clarissa Supentri