IMPLEMENTASI PROBLEM BASED LEARNING BERBANTU STIK BERGAMBAR UNTUK MENINGKATKAN LITERASI BUDAYA KELAS 1 DI SEKOLAH DASAR - SANTOSO, IBNU; REFFIANE, FINE; ANDAYANI, RINTANI; SUBEKTI, ERVINA EKA (TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan, 2024)
This research focuses on explaining and revealing how students' cultural literacy level is in the context of learning Pancasila Education by applying a Problem Based Learning model that uses a picture stick. In this study, the data was obtained through observation, conducting interviews, and documentation. Data analysis involves the process of reducing or reducing data, communicating data findings, and drawing conclusions from the data. Implementation of the Problem Based Learning (PBL) model on gotong royong material according to the planned procedure. The eleventh observation resulted that 44% of students were classified as low literacy in the learning process, 53% as moderate. The observation results showed improvement after implementing the Problem Based Learning model. In each aspect, namely, the aspect of appreciating culture well increased 37%, understanding culture increased 31%, Empathy increased 22%, and compassion increased 17%. Therefore, the implementation of the problem based learning model (PBL) proved good results as it can improve student cultural literacy during teaching activities Education Pancasila material gotong royong in class 1 SDN Bugangan 02. ABSTRAKPenelitian ini berfokus pada menjelaskan dan mengungkapkan bagaimana tingkat literasi budaya siswa dalam konteks pembelajaran Pendidikan Pancasila dengan menerapkan model Problem Based Learning yang menggunakan stik bergambar. Di dalam penelitian ini datanya diperoleh melalui pengamatan, melakukan wawancara, dan dokumentasi. Analisis data melibatkan proses mengurangi data atau reduksi data, mengkomunikasikan temuan data, dan menarik kesimpulan dari data tersebut. Pengimplemntasi model Problem Based Learning ( PBL) pada materi gotong royong sesuai dengan prosedur yang direncanakan. Hasil observasi sebelumya didapatkan hasil ada 44% siswa dikategorikan rendah literasi budayanya pada proses pembelajaran, 53% dikategorikan sedang. Hasil pengamatan menunjukkan peningkatan setelah menerapkan model Problem Based Learning.Pada setiap aspeknya yaitu, aspek menghargai kebudayaan dengan baik meningkat 37%, memahami kebudayaan meningkat 31%, Empati meningkat 22%, dan simpati meningkat 17%. Oleh karena itu, implementasi model Problem Based Learning (PBL) membuktikan hasil yang baik karena dapat meningkatkan Literasi budaya siswa selama kegiatan belajar mengajar Pendidikan Pancasila materi gotong royong di kelas 1 SDN Bugangan 02.