YUYUN ELIZABETH PATRAS, . (2025) PENGEMBANGAN MODEL PEMBELAJARAN PANCASILA BERBASIS CULTURALLY RESPONSIVE TEACHING (CRT) TERINTEGRASI KEARIFAN LOKAL DAN GAMIFIKASI (CERITALOGAM) UNTUK MENINGKATKAN KOMPETENSI MULTIKULTURAL. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.
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Abstract
Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas model pembelajaran Pendidikan Pancasila berbasis Culturally Responsive Teaching (CRT), terintegrasi kearifan lokal, dan gamifikasi (CERITALOGAM) untuk meningkatkan kompetensi multikultural siswa. Model ini dikembangkan dengan pendekatan Research and Development (R&D) menggunakan model Dick and Carey yang terdiri dari tahapan 10 tahapan yaitu: identifikasi tujuan pembelajaran, analisis perangkat dan pembelajaran, identifikasi karakteristik siswa, merumuskan tujuan khusus pembelajaran, pengembangan instrumen penilaian, pengembangan strategi pembelajaran, pengembangan dan pemilihan materi pembelajaran, merancang dan melakukan evaluasi formatif, revisi pembelajaran, melakukan evaluasi sumatif (uji efektivitas model). Penelitian ini dilaksanakan di dua Sekolah Dasar Negeri (SDN) di Kota Bogor dengan melibatkan siswa kelas 5 sebagai partisipan utama. Hasil penelitian menunjukkan bahwa model pembelajaran CERITALOGAM telah sesuai dengan langkah-langkah sistematis dalam model Dick and Carey dan mendapatkan validasi dari para ahli, menunjukkan kelayakan penerapannya dalam pembelajaran. Uji efektivitas melalui pendekatan kuantitatif dan kualitatif menunjukkan peningkatan yang signifikan dalam kompetensi multikultural siswa, terutama dalam aspek kesadaran, pengetahuan dan keterampilan multikultural. Integrasi unsur CRT memastikan bahwa pembelajaran lebih kontekstual dengan budaya dan pengalaman kehidupan siswa sehar-hari, sementara kearifan lokal membantu menanamkan nilai-nilai kultural yang sesuai dengan lingkungan siswa, terutama nalai-nilai kehidupan, makanan tradisional, permainan tradisional, dan tradisi. Selain itu, gamifikasi meningkatkan motivasi belajar, keterlibatan aktif, dan interaktif siswa dalam memahami konsep multikultural dalam kehidupan. Hasil penelitian ini merekomendasikan bahwa model CERITALOGAM dapat menjadi inovasi dalam pembelajaran Pendidikan Pancasila dan dapat dikembangkan pada mata Pelajaran lainnya karena model ini tidak hanya menarik dan interaktif, tetapi juga efektif dalam meningkatkan kompetensi multikultural siswa untuk menghadapi dinamika kemajuan sosial dan teknologi. Kata Kunci: Pendidikan Pancasila, Culturally Responsive Teaching, Kearifan Lokal, Gamifikasi, Kompetensi Multikultural *****This research aims to develop and test the effectiveness of the Pancasila Education learning model based on Culturally Responsive Teaching (CRT), integrated local wisdom, and gamification (CERITALOGAM) to improve students' multicultural competence. This model was developed with a Research and Development (R&D) approach using the Dick and Carey model, which consists of 10 stages, namely: identification of learning objectives, analysis of learning and learning devices, identification of student characteristics, formulating specific learning objectives, development of assessment instruments, development of learning strategies, development and selection of learning materials, designing and conducting formative evaluations, revision of learning, conduct summative evaluation (model effectiveness test). This research was carried out in two State Elementary Schools (SDN) in Bogor City with grade 5 students as the main participants. The results of the study show that the CERITALOGAM learning model has been by the systematic steps in the Dick and Carey model and has received validation from experts, demonstrating the feasibility of its application in learning. Effectiveness tests through quantitative and qualitative approaches significantly improve students' multicultural competence, especially in multicultural awareness, knowledge, and skills. Integrating CRT elements ensures learning is more contextual with students' culture and daily life experiences. At the same time, local wisdom helps instill cultural values appropriate to the student's environment, especially the values of life, traditional food, and traditional games. In addition, gamification increases students' learning motivation, active engagement, and interactivity in understanding multicultural concepts in life. The results of this study recommend that the CERITALOGAM model can be an innovation in learning Pancasila Education and can be developed in other subjects because this model is not only engaging and interactive but also effective in improving students' multicultural competencies to face the dynamics of social and technological progress. Keywords: Pancasila Education, Culturally Responsive Teaching, Local Wisdom, Gamification, Multicultural Competence.
Item Type: | Thesis (Doktor) |
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Additional Information: | 1.Prof. Dr. M. Japar, M.Si 2.Prof. Yuli Rahmawati, M.Sc., Ph.D., |
Subjects: | Pendidikan > Pendidikan Dasar |
Divisions: | PASCASARJANA > S3 Pendidikan Dasar |
Depositing User: | Yuyun Elizabeth Patras . |
Date Deposited: | 30 Apr 2025 03:19 |
Last Modified: | 30 Apr 2025 03:19 |
URI: | http://repository.unj.ac.id/id/eprint/56065 |
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