<![CDATA[ Social character development and conflict resolution skills from an early age are critical for addressing disputes in elementary schools. Fifth-grade students at SD Kristen Naku showed difficulties resolving conflicts constructively, necessitating structured interventions. This study aimed to examine the implementation of a conflict resolution model in Social Studies to enhance conflict resolution skills among fifth-grade students at SD Kristen Naku, Ambon City. A mixed methods approach with a sequential explanatory design was employed. The sample consisted of 12 students selected through saturated sampling. Data were collected via pretest and posttest questionnaires, observation sheets, and documentation. Quantitative analysis applied Shapiro-Wilk normality testing, paired sample t-test, and N-Gain calculation using SPSS 27, while qualitative data were analyzed through reduction, display, and conclusion drawing. The paired sample t-test revealed a significance value of 0.000, below 0.05, indicating a significant difference between pretest and posttest scores. The N-Gain score of 0.68 indicated moderate improvement. Qualitative findings confirmed the model was systematically implemented across five stages: introduction, conflict recognition, fact-gathering, negotiation, and conflict resolution. In conclusion, the conflict resolution model effectively improved students' communication, emotional regulation, negotiation, problem-solving, and respect for differing perspectives. ABSTRAK Pendidikan karakter dan keterampilan sosial sejak dini sangat penting dalam menghadapi konflik yang kerap terjadi di sekolah dasar. Siswa kelas V SD Kristen Naku menunjukkan kesulitan menyelesaikan konflik secara konstruktif, sehingga diperlukan intervensi pembelajaran yang terstruktur. Penelitian ini bertujuan mengkaji implementasi model resolusi konflik pada pembelajaran IPS dalam upaya meningkatkan keterampilan resolusi konflik siswa kelas V SD Kristen Naku, Kota Ambon. Metode yang digunakan adalah mixed methods dengan sequential explanatory design, menggabungkan pendekatan kuantitatif dan kualitatif secara terintegrasi. Sampel penelitian berjumlah 12 siswa menggunakan teknik saturated sampling. Instrumen pengumpulan data meliputi angket pretest dan posttest, lembar observasi, serta dokumentasi. Analisis kuantitatif menggunakan uji Shapiro-Wilk, paired sample t-test, dan N-Gain melalui SPSS 27, sedangkan data kualitatif dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil paired sample t-test menunjukkan nilai signifikansi 0,000 lebih kecil dari 0,05, yang berarti terdapat perbedaan signifikan antara skor pretest dan posttest. Uji N-Gain menghasilkan nilai 0,68 dalam kategori peningkatan sedang. Secara kualitatif, implementasi model berlangsung sistematis melalui lima tahapan yakni pendahuluan, pengenalan konflik, pengumpulan fakta, negosiasi, dan resolusi konflik. Kesimpulannya, model resolusi konflik terbukti efektif meningkatkan keterampilan komunikasi, pengelolaan emosi, negosiasi, pemecahan masalah, dan penghargaan terhadap perbedaan pendapat siswa. ]]>
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