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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Suci Nurfitriani Umar
Universitas Sembilanbelas November Kolaka
Education

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ANALISIS FAKTOR YANG MEMPENGARUHI HASIL BELAJAR PPKn SISWA KELAS VI SD NEGERI 2 SABILAMBO Slamet Hariyadi; Dede Sopiandy; Natasha Rahmadani; Besse Mifta; Suci Nurfitriani Umar; Zahirah; Syamsidar Fathanah Hardin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6209

Abstract

Penelitian ini bertujuan untuk menganalisis faktor-faktor internal dan eksternal yang memengaruhi hasil belajar siswa dalam mata pelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) di kelas VI SD Negeri 2 Sabilambo. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa faktor internal seperti minat, bakat, motivasi, dan cara belajar memiliki pengaruh signifikan terhadap keberhasilan siswa dalam memahami materi PPKn. Sementara itu, faktor eksternal meliputi lingkungan sekolah yang mendukung serta keterlibatan keluarga dalam proses belajar turut memperkuat semangat dan pemahaman siswa. Kesimpulannya, sinergi antara faktor internal dan eksternal sangat penting dalam meningkatkan hasil belajar siswa secara menyeluruh. Temuan ini memberikan implikasi bagi guru dan sekolah untuk memperhatikan aspek-aspek personal dan lingkungan dalam merancang strategi pembelajaran yang efektif dan kontekstual.
Upaya Meningkatkan Partisipasi Aktif Murid melalui Metode Diskusi dan Presentasi pada Mata Pelajaran PPKn di MAS Nurul Yaqin Dawi-Dawi Kabupaten Kolaka Dede Sopiandy; Sri Hariati; Slamet Hariyadi; Rahmi Ramadhani Abdul Asis; Suci Nurfitriani Umar
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 2 (2026): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i2.34381

Abstract

The low level of students’ active participation in Civic Education (PPKn) learning, which is still dominated by lecture-based methods, is the main problem addressed in this study. Previous studies generally examined discussion or presentation methods separately and focused more on cognitive learning outcomes, thus failing to comprehensively optimize students’ active participation. Therefore, the novelty of this study lies in the integration of case-based discussion methods and structured presentations within a single learning cycle in the context of Madrasah Aliyah, making the learning process more contextual and participatory. This study aims to improve students’ active participation through the implementation of discussion and presentation methods in accordance with the characteristics of Classroom Action Research (CAR), which focuses on improving the learning process rather than testing effectiveness. The study employed the Kemmis and McTaggart model conducted in three cycles, consisting of planning, action, observation, and reflection stages. The subjects of this study were 23 tenth-grade science students at MAS Nurul Yaqin Dawi-Dawi. Data were collected through observation, interviews, and documentation, and analyzed descriptively. The results showed that students’ active participation increased significantly in each cycle. In Cycle I, participation was still low and learning was teacher-centered. In Cycle II, case-based discussions using student worksheets began to increase student engagement. In Cycle III, the integration of discussion and presentation methods was implemented effectively, with 85% of students categorized as highly active and 15% as moderately active, with no passive students. In addition, improvements were observed in students’ argumentation skills, confidence in expressing opinions, and the quality of academic interaction. These findings indicate that discussion methods contribute to the development of critical thinking, while presentation methods enhance communication skills and speaking confidence. The integration of both methods creates a more participatory, collaborative, and meaningful learning environment.
Co-Authors Besse Mifta Dede Sopiandy Natasha Rahmadani Rahmi Ramadhani Abdul Asis Slamet Hariyadi Sri Hariati Syamsidar Fathanah Hardin Zahirah