MENINGKATKAN SIKAP TANGGUNG JAWAB SISWA DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DENGAN MENGGUNAKAN MODEL PROBLEM BASED LEARNING DI KELAS III SDS KEBON BARU 1

SYIFA AZKIAH, . (2026) MENINGKATKAN SIKAP TANGGUNG JAWAB SISWA DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DENGAN MENGGUNAKAN MODEL PROBLEM BASED LEARNING DI KELAS III SDS KEBON BARU 1. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan sikap tanggung jawab siswa setelah penerapan model Problem Based Learning (PBL) dalam pembelajaran Pendidikan Pancasila di kelas III SDS Kebon Baru 1. Penelitian dilatarbelakangi oleh rendahnya sikap tanggung jawab siswa yang ditunjukkan melalui keterlambatan menyelesaikan tugas, rendahnya partisipasi dalam diskusi, kurang optimalnya dalam bekerja sama, serta rendahnya kepedulian terhadap tanggung jawab individu dan kelompok. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Pengumpulan data dilakukan melalui observasi, angket, wawancara, dokumentasi, dan evaluasi formatif, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan model PBL mampu meningkatkan sikap tanggung jawab siswa. Persentase sikap tanggung jawab meningkat dari 65,97% pada pra siklus menjadi 72,05% pada Siklus I dan mencapai 89,70% pada Siklus II, sehingga melampaui indikator keberhasilan sebesar 80%. Selain itu, aktivitas guru meningkat dari 63,33% menjadi 92,22%, aktivitas siswa dari 61,11% menjadi 90,00%, serta hasil angket dari 89,85% menjadi 94,88%. Dengan demikian, dapat disimpulkan sikap tanggung tanggung jawab siswa di kelas III SDS Kebon Baru 1 berhasil meningkat melalui penerapan Model Problem Based Learning sehingga siswa lebih aktif, kolaboratif, dan pembelajaran Pendidikan Pancasila menjadi bermakna. ***** This study aimed to investigate the improvement of students' sense of responsibility through the implementation of the Problem-Based Learning (PBL) model in Pancasila Education in Grade III at SDS Kebon Baru 1. The study was motivated by the low level of students' responsibility, as reflected in delays in completing assignments, limited participation in discussions, inadequate collaboration, and a lack of awareness of individual and group responsibilities. This study employed a Classroom Action Research (CAR) design consisting of two cycles. Data were collected through observations, questionnaires, interviews, documentation, and formative assessments. The data were analyzed using descriptive quantitative and qualitative approaches. The findings revealed that the implementation of the PBL model successfully improved students' sense of responsibility. The percentage increased from 65.97% in the pre-cycle to 72.05% in Cycle I and reached 89.70% in Cycle II, exceeding the predetermined success criterion of 80%. Furthermore, teacher activity increased from 63.33% to 92.22%, while student activity increased from 61.11% to 90.00%. The questionnaire results also increased from 89.85% to 94.88%. These findings indicate that the implementation of the Problem-Based Learning model effectively improved students' sense of responsibility. It also encouraged students to participate more actively, collaborate effectively, and engage in more meaningful Pancasila Education learning. Therefore, the Problem-Based Learning model can be considered an effective learning approach for developing students' sense of responsibility at the elementary school level.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Linda Zakiah, M.Pd. ; 2). Prof. Dr. Gusti Yarmi, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Penelitian Tindakan Kelas Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar
Divisions:	FIP > S1 Pendidikan Guru Sekolah Dasar
Depositing User:	Syifa Azkiah .
Date Deposited:	18 Sep 2026 01:55
Last Modified:	18 Sep 2026 01:55
URI:	http://repository.unj.ac.id/id/eprint/73906

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