STRATEGI INOVATIF GURU DALAM MENGEMBANGKAN KREATIVITAS PESERTA DIDIK PENDIDIKAN PANCASILA DI SEKOLAH DASAR - Muspardi; Neviyarni; Yusmanila; Afdal (Universitas Sriwijaya in Collaboration with AP3Kni (Asosiasi Profesi Pendidikan Pancasila dan Kewarganegaraan Indonesia/Indonesia Association Profession of Pancasila and Civic Education), 2025)
Pengembangan kreativitas peserta didik merupakan salah satu kompetensi utama yang ditekankan dalam Kurikulum Merdeka, termasuk pada mata pelajaran Pendidikan Pancasila. Namun, praktik pembelajaran di Sekolah Dasar masih cenderung menekankan hafalan nilai-nilai moral tanpa memberi ruang bagi peserta didik untuk berpikir kreatif dan reflektif. Penelitian ini bertujuan untuk mendeskripsikan secara mendalam upaya pendidik dalam mengembangkan kreativitas peserta didik selama proses pembelajaran Pendidikan Pancasila. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus di dua sekolah dasar di Kabupaten Sijunjung Sumatera Barat. Data dikumpulkan melalui observasi partisipan, wawancara mendalam terhadap enam guru, dan analisis dokumen perencanaan pembelajaran. Analisis data dilakukan secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengembangan kreativitas peserta didik dilakukan melalui tiga strategi utama: (1) Penerapan model pembelajaran berbasis proyek dan berbasis masalah, (2) Pemanfaatan media inovatif seperti video animasi dan permainan edukatif, serta (3) Pemberian tugas terbuka yang mendorong ekspresi ide dan penciptaan karya orisinal. Strategi tersebut terbukti meningkatkan kemampuan berpikir kreatif sekaligus memperdalam pemahaman nilai-nilai Pancasila secara kontekstual. Penelitian ini menegaskan pentingnya pelatihan guru untuk merancang pembelajaran yang mengintegrasikan penguatan karakter dengan stimulasi kreativitas. Developing students’ creativity is one of the core competencies emphasized in the Merdeka Curriculum, including within the subject of Pancasila Education. However, classroom practices in elementary schools still tend to emphasize rote memorization of moral values without providing sufficient space for students to think creatively and reflectively. This study aims to provide an in-depth description of teachers’ efforts in fostering students’ creativity during the learning process of Pancasila Education. The research employed a qualitative approach with a case study method conducted in two elementary schools located in Sijunjung Regency, West Sumatra. Data were collected through participant observation, in-depth interviews with six teachers, and analysis of lesson plan documents. The collected data were analyzed interactively through data reduction, data display, and conclusion drawing. The findings reveal that teachers fostered students’ creativity through three main strategies: (1) Implementing project-based and problem-based learning models, (2) Utilizing innovative media such as animated videos and educational games, and (3) Assigning open-ended tasks that encouraged idea expression and the creation of original works. These strategies were proven effective in enhancing creative thinking skills while deepening students’ contextual understanding of Pancasila values. The study highlights the importance of teacher training in designing learning experiences that integrate character strengthening with creativity stimulation