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MENINGKATKAN KEBAHAGIAN ANAK KORBAN BULLYING MELALUI TERAPI BERMAIN TINGKAT SEKOLAH DASAR Epifania Margaretha Ladapase; Meilin Pilelogo Libu Heo
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i1.9089

Bullying and peer rejection can negatively affect children’s psychological well-being and happiness, particularly in emotional, engagement, and social relationship aspects within the school environment. This study aims to describe the psychological well-being of a child victim of bullying and the changes that occurred after the implementation of play therapy intervention. A qualitative approach with a case study design was employed involving a fourth-grade student at SDK Bhaktyarsa Maumere who experienced bullying and social rejection. Data were collected through observation and semi-structured interviews with the subject and the homeroom teacher, focusing on five well-being aspects: positive emotion, engagement, positive relationships, meaning, and accomplishment. The play therapy intervention was conducted in five sessions, including greeting card creation, friendship bracelet sharing, role play using dolls, bead play activities, and self-reflection with self-esteem reinforcement. The results indicated that play therapy is effective in improving the subject’s happiness, reflected in increased positive emotions, active engagement, self-confidence, and openness in social interactions. These findings suggest that play therapy is an effective intervention approach to enhance the psychological well-being and happiness of children who are victims of bullying in school settings. ABSTRAK Bullying dan penolakan dari teman sebaya dapat berdampak negatif terhadap kesejahteraan psikologis dan kebahagiaan anak, terutama dalam aspek emosi, keterlibatan, dan hubungan sosial di lingkungan sekolah. Penelitian ini bertujuan untuk menggambarkan kondisi kesejahteraan psikologis seorang anak korban bullying serta perubahan yang terjadi setelah intervensi terapi bermain. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus pada siswa kelas IV C SDK Bhaktyarsa Maumere yang mengalami bullying dan penolakan sosial. Pengumpulan data dilakukan melalui observasi dan wawancara semi-terstruktur dengan subjek dan guru wali kelas, dengan fokus pada lima aspek kesejahteraan, yaitu emosi positif, keterlibatan, hubungan positif, makna hidup, dan pencapaian. Intervensi terapi bermain dilakukan dalam lima sesi yang mencakup pembuatan kartu ucapan, pembagian gelang persahabatan, role play menggunakan boneka, permainan manik-manik, serta refleksi diri dan penguatan harga diri. Hasil penelitian menunjukkan bahwa terapi bermain efektif dalam meningkatkan kebahagiaan subjek, yang tercermin dari peningkatan emosi positif, keterlibatan dalam aktivitas, kepercayaan diri, dan keterbukaan dalam interaksi sosial. Temuan ini menunjukkan bahwa terapi bermain dapat menjadi pendekatan intervensi yang efektif untuk meningkatkan kesejahteraan psikologis dan kebahagiaan anak korban bullying di lingkungan sekolah.

INTERAKSI PERKEMBANGAN PSIKOLOGIS DAN LINGKUNGAN PEMBELAJARAN DALAM PEMBENTUKAN RASA PERCAYA DIRI PESERTA DIDIK SEKOLAH DASAR Riska Cahya Arum Sari; Nadine Qothrunnada Dwihanti; Putri Ramadhani; Nadia Ayu Pramudita; Sulthan Ali Hakim; Surayanah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.11078

This study aims to analyze the interaction between psychological development and the learning environment in shaping the self-confidence of elementary school students. The study employs a qualitative approach with a descriptive design through a literature review. Research data were obtained from scientific literature sources consisting of national journals, scientific articles, and educational references relevant to psychological development, the learning environment, and the self-confidence of elementary school students. Data collection techniques were conducted through documentation and literature review based on criteria of topic relevance, year of publication, and source credibility. Data were analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that students’ psychological development, such as self-concept, motivation, emotional regulation, and social interaction skills, is closely related to the formation of self-confidence. Additionally, a positive learning environment plays a role in increasing students’ courage to participate in learning. The role of teachers, peer support, and the use of active and contextual learning strategies also contribute to building students’ self-confidence. Thus, the development of self-confidence in elementary school students is influenced by the interaction between internal and external factors that mutually support one another in the learning process. ABSTRAK Penelitian ini bertujuan untuk menganalisis interaksi perkembangan psikologis dan lingkungan pembelajaran dalam pembentukan rasa percaya diri peserta didik sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif melalui studi literatur. Data penelitian diperoleh sumber literatur ilmiah yang terdiri atas jurnal nasional, artikel ilmiah, dan referensi pendidikan yang relevan dengan perkembangan psikologis, lingkungan pembelajaran, dan kepercayaan diri siswa sekolah dasar. Teknik pengumpulan data dilakukan melalui dokumentasi dan penelusuran literatur berdasarkan kriteria relevansi topik, tahun publikasi, serta kredibilitas sumber. Data dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perkembangan psikologis siswa, seperti konsep diri, motivasi, regulasi emosi, dan kemampuan interaksi sosial, memiliki hubungan erat dengan pembentukan rasa percaya diri. Selain itu, lingkungan pembelajaran yang positif turut berperan dalam meningkatkan keberanian siswa untuk berpartisipasi dalam pembelajaran. Peran guru, dukungan teman sebaya, serta penggunaan strategi pembelajaran aktif dan kontekstual juga berkontribusi dalam membangun rasa percaya diri peserta didik. Dengan demikian, pembentukan rasa percaya diri siswa sekolah dasar dipengaruhi oleh interaksi antara faktor internal dan faktor eksternal yang saling mendukung dalam proses pembelajaran.

PENGEMBANGAN MEDIA PAPAN NILAI TEMPAT PADA MATERI NILAI TEMPAT KELAS II SEKOLAH DASAR Shofia Nadhzifah Salsabila
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.11211

ABSTRACT Mathematics learning for elementary school students requires concrete learning experiences so that abstract concepts can be understood more easily, especially in place value material. However, the learning process in grade II at SD Negeri Penggaron Kidul Semarang is still dominated by the use of whiteboards, textbooks, projectors, and handphones, resulting in limited student involvement in manipulative learning activities. This study was conducted to develop the Place Value Board (PANIPAT) learning media and to examine its feasibility and practicality in elementary school mathematics learning. The study employed the Research and Development (R&D) method using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. Data were collected through interviews, questionnaires, and documentation involving material experts, media experts, teachers, and second-grade elementary school students. The results showed that PANIPAT obtained a material expert validation score of 86% and a media expert validation score of 94%, both categorized as highly feasible. In addition, teacher responses reached 88% and student responses reached 96.4%, both categorized as very good. These findings indicate that PANIPAT is capable of helping students understand place value concepts through more engaging and interactive hands-on learning activities. Therefore, PANIPAT has the potential to serve as an alternative mathematics learning medium that supports concrete learning experiences for elementary school students. ABSTRAK Pembelajaran matematika pada siswa sekolah dasar memerlukan pengalaman belajar yang konkret agar konsep abstrak lebih mudah dipahami, terutama pada materi nilai tempat. Namun, proses pembelajaran di kelas II SD Negeri Penggaron Kidul Semarang masih didominasi penggunaan papan tulis, buku, proyektor, dan handphone sehingga keterlibatan siswa dalam aktivitas manipulatif belum optimal. Penelitian ini dilakukan untuk mengembangkan media Papan Nilai Tempat (PANIPAT) sekaligus mengkaji tingkat kelayakan dan kepraktisannya dalam pembelajaran matematika sekolah dasar. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Pengumpulan data dilakukan melalui wawancara, angket, dan dokumentasi dengan melibatkan ahli materi, ahli media, guru, dan siswa kelas II sekolah dasar. Hasil penelitian menunjukkan bahwa PANIPAT memperoleh persentase validasi ahli materi sebesar 86% dan validasi ahli media sebesar 94% dengan kategori sangat layak. Selain itu, respons guru mencapai 88% dan respons siswa sebesar 96,4% dengan kategori sangat baik. Temuan tersebut menunjukkan bahwa PANIPAT mampu membantu siswa memahami konsep nilai tempat melalui aktivitas belajar langsung yang lebih menarik dan interaktif. Dengan demikian, PANIPAT berpotensi menjadi alternatif media pembelajaran matematika yang relevan untuk mendukung pembelajaran konkret pada siswa sekolah dasar.

KONTRIBUSI SUMBER BELAJAR DIGITAL DALAM MENDORONG KETERLIBATAN BELAJAR SISWA SD Khairunisa Nur Haslinda; Muhammad Muson; Muhammad Yahya Maulida Fahmi; Nada Aulia Nur’aini; Surayanah Surayanah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.11218

ABSTRACT The development of digital technology has transformed the way elementary school students learn, although its utilization in learning has not always been implemented effectively. This article aims to examine the concept of digital learning resources, their forms of integration in learning, and their impact on students’ engagement and independent learning in elementary schools. The research was conducted using a literature review method by examining relevant scientific journals, books, and conference proceedings. The collected data were analyzed using content analysis techniques to identify and synthesize findings from various literature sources. Data validity was maintained through comparison and cross review among sources. The findings indicate that the integration of digital learning resources through blended learning strategies contributes to improving students’ motivation, active participation, and independent learning. These findings emphasize that the use of digital technology can serve as a strategic alternative for creating more interactive and adaptive learning environments. However, its effectiveness is influenced by teachers’ digital competence, the availability of devices, and adequate internet access. Without proper management, the use of digital technology may reduce learning effectiveness. Therefore, strengthening teachers’ digital competence and managing technology based learning should be prioritized to improve the quality of learning in elementary schools. ABSTRAK Perkembangan teknologi digital membawa perubahan pada cara belajar siswa di sekolah dasar, namun pemanfaatannya dalam pembelajaran belum selalu dilakukan secara efektif. Artikel ini bertujuan mengkaji konsep sumber belajar digital, bentuk integrasinya dalam pembelajaran, serta dampaknya terhadap keterlibatan dan kemandirian belajar siswa sekolah dasar. Penelitian dilakukan menggunakan metode tinjauan literatur (literature review) dengan menelaah jurnal ilmiah, buku, dan prosiding yang relevan. Data yang diperoleh dianalisis menggunakan teknik content analysis untuk mengidentifikasi dan mensintesis temuan dari berbagai sumber literatur. Keabsahan data dijaga melalui perbandingan dan kajian ulang antar sumber. Hasil kajian menunjukkan bahwa integrasi sumber belajar digital melalui strategi blended learning berkontribusi dalam meningkatkan motivasi, partisipasi aktif, dan kemandirian belajar siswa. Temuan ini menegaskan bahwa pemanfaatan teknologi digital dapat menjadi alternatif strategis untuk menciptakan pembelajaran yang lebih interaktif dan adaptif. Namun, keberhasilannya tetap dipengaruhi oleh kompetensi digital guru, ketersediaan perangkat, dan akses internet yang memadai. Tanpa pengelolaan yang tepat, penggunaan teknologi digital dapat mengurangi efektivitas pembelajaran. Oleh karena itu, penguatan kompetensi digital guru dan pengelolaan pembelajaran berbasis teknologi perlu diprioritaskan untuk meningkatkan kualitas pembelajaran di sekolah dasar.

IMPLEMENTASI LITERASI MEMBACA DALAM MENINGKATKAN KREATIVITAS BELAJAR SISWA KELAS IV DI SDN 16 KESIMAN DENPASAR Ni Kadek Wini Regitasari; I Gede Sedana Suci; Putu Ayu Septiari Dewi
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.11345

This study aims to determine the implementation of reading literacy in improving the learning creativity of fourth-grade students at SD Negeri 16 Kesiman Denpasar. The focus of this study includes: (1) the implementation of reading literacy in learning, (2) students’ responses and engagement in reading literacy activities, and (3) students’ learning creativity after the implementation of reading literacy. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of the principal, fourth-grade teacher, and fourth-grade students. Data were collected through interviews, observations, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing. The results of the study indicate that: (1) the implementation of reading literacy has been carried out well and systematically through reading habituation activities, provision of literacy facilities, and integration into the learning process, which includes planning, implementation, and evaluation stages; (2) students’ responses and engagement in reading literacy activities are generally positive, as indicated by their enthusiasm in reading, active participation in retelling texts, and involvement in learning activities, although there are still some obstacles related to differences in students’ abilities and reading interests; (3) students’ learning creativity has improved, as seen from their ability to develop ideas, express understanding through writing and drawings, and demonstrate more varied and innovative ways of thinking. In conclusion, the implementation of reading literacy plays an important role in improving students’ learning creativity and is able to create a more active, interactive, and meaningful learning process. ABSTRAK Penelitian ini bertujuan untuk mengetahui implementasi literasi membaca dalam meningkatkan kreativitas belajar siswa kelas IV di SD Negeri 16 Kesiman Denpasar. Fokus penelitian ini meliputi: (1) implementasi literasi membaca dalam pembelajaran, (2) respons dan keterlibatan siswa dalam kegiatan literasi membaca, serta (3) kreativitas belajar siswa setelah diterapkannya literasi membaca. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri dari kepala sekolah, guru kelas IV, dan siswa kelas IV. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Data yang diperoleh kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) implementasi literasi membaca telah dilaksanakan dengan baik dan terstruktur melalui kegiatan pembiasaan membaca, penyediaan fasilitas literasi, serta integrasi dalam proses pembelajaran yang meliputi tahap perencanaan, pelaksanaan, dan evaluasi; (2) respons dan keterlibatan siswa dalam kegiatan literasi membaca tergolong positif, ditunjukkan dengan antusiasme siswa dalam membaca, keaktifan dalam menceritakan kembali isi bacaan, serta partisipasi dalam kegiatan pembelajaran, meskipun masih terdapat beberapa kendala terkait perbedaan kemampuan dan minat membaca; (3) kreativitas belajar siswa mengalami peningkatan, yang terlihat dari kemampuan siswa dalam mengembangkan ide, mengekspresikan pemahaman melalui tulisan dan gambar, serta menunjukkan cara berpikir yang lebih variatif dan inovatif. Dengan demikian, dapat disimpulkan bahwa implementasi literasi membaca memiliki peran penting dalam meningkatkan kreativitas belajar siswa, serta mampu menciptakan proses pembelajaran yang lebih aktif, interaktif, dan bermakna.

⁠PENGGUNAAN MEDIA GAMBAR DALAM PEMBELAJARAN SD: APAKAH MASIHRELEVAN DI ERA DIGITAL? Nabilah Khoirrun Nisak; Putri Ramadhani; Nadi Ayu Pramudita; Muhammad Hafiz Abdillah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.11375

This research is motivated by the challenges of learning in elementary schools during the concrete operational phase, which requires realistic visualizations, amidst the massive use of digital technology devices. The focus of this research is directed at examining the level of relevance and position of conventional image-based media compared to interactive digital media in the modern elementary education ecosystem. The method applied in this research is a literature review, which involves an in-depth analysis of various trusted academic databases, textbooks, and scientific articles published over the past ten years. The data analysis stage was carried out descriptively and qualitatively through the mechanism of collecting theories, grouping themes, comparing media advantages and disadvantages, and interpreting secondary data. The research findings indicate that image media, both print and digital, such as infographics, play a crucial role in boosting student motivation, curiosity, cognitive abilities, and active participation. Although digital media offers interactive flexibility, conventional image types have proven to remain highly relevant due to their practicality, economy, and independence from technological devices. The main conclusion confirms that the effectiveness of using both media variants is entirely based on the teacher's pedagogical competence in designing adaptive, creative, and contextual visual stimuli to realize meaningful learning. ABSTRAK Penelitian ini dilatarbelakangi oleh tantangan pembelajaran di sekolah dasar pada fase operasional konkret yang membutuhkan visualisasi riil, di tengah gempuran pemanfaatan perangkat teknologi digital yang masif. Fokus masalah dalam riset ini diarahkan untuk mengkaji tingkat relevansi serta posisi media berbasis gambar konvensional dibandingkan dengan media digital interaktif dalam ekosistem pendidikan dasar modern. Metode yang diterapkan dalam penelitian ini adalah studi literatur atau literature review dengan menganalisis secara mendalam berbagai database akademik tepercaya, buku teks, serta artikel ilmiah yang dipublikasikan dalam kurun waktu sepuluh tahun terakhir. Tahapan analisis data dijalankan secara deskriptif kualitatif melalui mekanisme pengumpulan teori, pengelompokkan tema, perbandingan kelebihan-kekurangan media, serta interpretasi data sekunder. Temuan riset menunjukkan bahwa media gambar, baik cetak maupun digital seperti infografis, memegang peranan krusial dalam mendongkrak motivasi, karakter rasa ingin tahu, kemampuan kognitif, dan partisipasi aktif peserta didik. Meskipun media digital menawarkan fleksibilitas interaktif, jenis gambar konvensional terbukti tetap sangat relevan karena sifatnya yang praktis, ekonomis, serta bebas dari ketergantungan perangkat teknologi. Simpulan utama menegaskan bahwa efektivitas penggunaan kedua varian media tersebut sepenuhnya bertumpu pada kompetensi pedagogik guru dalam merancang stimulus visual yang adaptif, kreatif, dan kontekstual demi mewujudkan pembelajaran bermakna.

PENGEMBANGAN KOMIK DIGITAL INTERAKTIF (EDUVENTURE) BERPENDEKATAN MEANINGFUL LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV SD Ni Kadek Juni Dian Aristi; Dr. Gusti Ayu Putu Sukma Trisna; I Kadek Edi Yudiana
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.11385

ABSTRACT Low critical thinking skills among elementary school students remain an important issue in science and social studies (IPAS) learning due to the use of conventional, less interactive learning media that fail to connect learning materials with students’ real-life experiences, resulting in less meaningful learning. This condition affects students’ engagement and their ability to analyze, evaluate, and draw conclusions. This study aimed to develop an interactive digital comic media (Eduventure) based on a meaningful learning approach and to examine its validity, practicality, and effectiveness in improving the critical thinking skills of fourth-grade elementary school students. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants were fourth-grade students of SD Negeri 3 Kalibukbuk. Data were collected through media and material expert validation questionnaires, teacher and student response questionnaires, and critical thinking skills tests (pretest and posttest). Data were analyzed using descriptive quantitative techniques, normality and homogeneity tests, Paired Sample T-Test, and N-gain score analysis. The results showed that the interactive digital comic media (Eduventure) based on meaningful learning achieved a very high level of validity, was highly practical according to teacher and student responses, and was effective in improving students’ critical thinking skills, as indicated by significant differences between pretest and posttest results and an increase in scores with an adequate effectiveness category. Therefore, this media is suitable for use as an alternative IPAS learning medium to enhance elementary school students’ critical thinking skills. ABSTRAK Rendahnya kemampuan berpikir kritis siswa sekolah dasar menjadi permasalahan penting dalam pembelajaran IPAS akibat penggunaan media yang masih konvensional, kurang interaktif, dan belum mengaitkan materi dengan pengalaman nyata siswa sehingga pembelajaran kurang bermakna. Kondisi ini berdampak pada rendahnya keterlibatan siswa serta kemampuan menganalisis, mengevaluasi, dan menarik kesimpulan. Penelitian ini bertujuan mengembangkan media komik digital interaktif (Eduventure) berpendekatan meaningful learning serta menguji validitas, kepraktisan, dan keefektifannya dalam meningkatkan kemampuan berpikir kritis siswa kelas IV SD. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang meliputi analysis, design, development, implementation, dan evaluation. Subjek penelitian adalah siswa kelas IV SD Negeri 3 Kalibukbuk. Data dikumpulkan melalui angket validasi ahli media dan materi, angket respons guru dan siswa, serta tes kemampuan berpikir kritis (pretest dan posttest). Analisis data dilakukan menggunakan teknik deskriptif kuantitatif, uji normalitas, homogenitas, Paired Sample T-Test, dan N-gain score. Hasil penelitian menunjukkan bahwa media komik digital interaktif (Eduventure) berpendekatan meaningful learning memiliki kualifikasi sangat valid, sangat praktis berdasarkan respons guru dan siswa, serta efektif meningkatkan kemampuan berpikir kritis siswa yang ditunjukkan oleh perbedaan signifikan antara hasil pretest dan posttest serta peningkatan nilai dengan kategori efektivitas memadai. Dengan demikian, media ini layak digunakan sebagai alternatif pembelajaran IPAS untuk meningkatkan kemampuan berpikir kritis siswa sekolah dasar.

IMPLEMENTASI PENALARAN KRITIS MELALUI PEMBELAJARAN MENDALAM BERBASIS REFLEKSI KRITIS DALAM PENDIDIKAN PANCASILA I Dewa Ayu Wulandari; I Gede Sedana Suci; Gusti Ayu Agung Riesa Mahendradhani
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.11628

This study was motivated by the suboptimal implementation of deep learning in Pancasila Education at the elementary school level, resulting in the underdevelopment of students’ critical reasoning dimension. Learning activities tended to be teacher-centered and memorization-oriented, causing Pancasila values not to be optimally internalized in students’ daily lives. This study discusses: (1) the planning of the implementation of a deep learning approach based on critical reflection, (2) the implementation process, and (3) the evaluation of the implementation. The study aims to describe the implementation of a deep learning approach based on critical reflection in Pancasila Education to develop the critical reasoning dimension of Grade III students at SD Negeri 1 Nyitdah. The theories used in this study were constructivism theory and moral theory. This research employed a qualitative approach with a case study design. The research subjects consisted of the principal, Grade III teacher, and students. Data were collected through observation, interviews, and documentation studies. The data were analyzed using descriptive qualitative analysis through data reduction, data display, and conclusion drawing. The results showed that: (1) the planning stage was carried out through meaningful learning activities, learning instruments, and reflective evaluation design; (2) the implementation stage was conducted through discussions, scaffolding, and critical reflection that encouraged active student participation; and (3) the evaluation emphasized the thinking process and indicated the development of students’ critical reasoning in expressing opinions, providing reasons, and relating learning to daily life. ABSTRAK Penelitian ini dilatarbelakangi oleh belum optimalnya implementasi pembelajaran mendalam dalam pembelajaran Pendidikan Pancasila di sekolah dasar, sehingga pengembangan dimensi penalaran kritis peserta didik belum terlaksana secara maksimal. Pembelajaran masih cenderung berpusat pada guru dan berorientasi pada hafalan sehingga nilai-nilai Pancasila belum terinternalisasi secara optimal dalam kehidupan sehari-hari peserta didik. Penelitian ini membahas: (1) perencanaan implementasi pendekatan pembelajaran mendalam berbasis refleksi kritis, (2) pelaksanaan implementasi pembelajaran, dan (3) evaluasi implementasi pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan implementasi pendekatan pembelajaran mendalam berbasis refleksi kritis dalam pembelajaran Pendidikan Pancasila untuk mengembangkan dimensi penalaran kritis peserta didik kelas III SD Negeri 1 Nyitdah. Teori yang digunakan untuk menganalisis penelitian ini adalah teori konstruktivisme dan teori moral. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian meliputi kepala sekolah, guru kelas III, dan peserta didik. Metode pengumpulan data dilakukan melalui observasi, wawancara, dan studi dokumentasi. Data dianalisis menggunakan analisis deskriptif kualitatif melalui tahapan reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa: (1) perencanaan implementasi pembelajaran telah disusun melalui perancangan aktivitas pembelajaran bermakna, perangkat pembelajaran, dan evaluasi reflektif; (2) pelaksanaan pembelajaran dilakukan melalui diskusi, scaffolding, serta refleksi kritis yang mendorong partisipasi aktif peserta didik; dan (3) evaluasi pembelajaran menekankan proses berpikir serta menunjukkan perkembangan penalaran kritis peserta didik dalam mengemukakan pendapat, memberikan alasan, dan menghubungkan pembelajaran dengan kehidupan sehari-hari.

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JURNAL P4I Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I) Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Principal Contact: Dr. Muhamad Suhardi, M.Pd Phone: 085239967417 Email: ardhysmart7@gmail.com

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Phone +6285239967417

Journal Mail Official jurnalp4i@gmail.com

Editorial Address JURNAL P4I Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I) Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Principal Contact: Dr. Muhamad Suhardi, M.Pd Phone: 085239967417 Email: ardhysmart7@gmail.com

Location Unknown, Unknown INDONESIA

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Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
JURNAL P4I Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I) Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Principal Contact: Dr. Muhamad Suhardi, M.Pd Phone: 085239967417 Email: ardhysmart7@gmail.com

Location
Unknown,

Unknown

INDONESIA