Atika Dewi, Rosyidah, Isnah Hidayati, Santoso, Wawan Shokib Rondli

EFEKTIVITAS PEMBELAJARAN DIFERENSIASI PADA PENERAPAN NILAI-NILAI PANCASILA DI KELAS VI SEKOLAH DASAR

Introduction

Efektivitas pembelajaran diferensiasi pada penerapan nilai-nilai pancasila di kelas vi sekolah dasar. Pelajari efektivitas pembelajaran diferensiasi untuk menanamkan nilai Pancasila di siswa SD Kelas VI. Studi ini mengungkap peningkatan motivasi, karakter, dan strategi PPKn yang efektif.

Abstract

This study aims to describe the implementation of differentiated learning in the practice of Pancasila values in elementary school students. A descriptive qualitative research method was used, with data collection techniques including classroom observations, teacher interviews, and documentation of students' learning outcomes at three different elementary schools. The results showed that teachers consistently applied differentiated learning by adjusting the content, process, product, and learning environment according to the students' needs. This approach successfully enhanced students' active involvement, learning motivation, and character development in alignment with the values of Pancasila. Differentiated learning has characteristics that align with supporting learning theories, such as Piaget's cognitive development theory, Vygotsky's Zone of Proximal Development (ZPD) theory, Kohlberg's theory of moral development, and Bruner's constructivist theory, which indicate that differentiated learning can be applied in the development of cognitive, affective, psychomotor, and character aspects that reflect Pancasila values through Civics Education (PPKn). However, there are some challenges, such as the implementation of initial assessments, limited time, and learning resources that need attention. This study provides implications for the development of effective and enjoyable Civics Education strategies at the elementary school level.

Review

The study, "EFEKTIVITAS PEMBELAJARAN DIFERENSIASI PADA PENERAPAN NILAI-NILAI PANCASILA DI KELAS VI SEKOLAH DASAR," presents a timely and relevant exploration into the efficacy of differentiated learning in fostering Pancasila values among elementary school students. Utilizing a robust descriptive qualitative approach across three different elementary schools, the research successfully describes how teachers consistently apply differentiated learning strategies. The abstract effectively highlights the study's core finding: this pedagogical approach significantly enhances students' active involvement, learning motivation, and character development, all crucial aspects of internalizing Pancasila values. The inclusion of multiple data collection techniques—observations, interviews, and documentation of learning outcomes—lends credibility to the findings, underscoring the practical applicability and positive outcomes observed. A particular strength lies in the detailed description of how differentiated learning was implemented, specifically through adjustments in content, process, product, and the learning environment, tailored to student needs. This granular insight into the practical application is highly valuable for educators seeking to adopt similar methods in Civics Education (PPKn). Furthermore, the abstract commendably grounds the observed effectiveness in established educational theories, citing Piaget's cognitive development, Vygotsky's Zone of Proximal Development (ZPD), Kohlberg's moral development, and Bruner's constructivist theory. This theoretical alignment provides a strong conceptual framework, demonstrating how differentiated learning can holistically develop cognitive, affective, psychomotor, and character aspects reflective of Pancasila values. While the study presents compelling evidence for the positive impact of differentiated learning, it candidly acknowledges several challenges, including the implementation of initial assessments, limited time, and constrained learning resources. Addressing these practical hurdles in greater detail within the full paper would significantly enhance its utility, perhaps by offering specific strategies for overcoming them or presenting case studies of successful mitigation. The abstract's concluding remark about the implications for developing effective and enjoyable Civics Education strategies is promising, suggesting that the full study likely provides actionable insights for educators and policymakers. Future research could build upon these findings by exploring specific interventions to mitigate the identified challenges or by conducting comparative studies to quantify the "effectiveness" more rigorously. Overall, this study makes a valuable contribution to understanding how differentiated instruction can be leveraged to cultivate fundamental national values.

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