Peningkatan Keterampilan Berpikir Kritis, Komunikasi, dan Kerja Sama Murid Menggunakan Model MATAHARI pada Pendidikan Pancasila
DOI:
https://doi.org/10.61798/wjpe.v5i4.1440Keywords:
berpikir kritis; komunikasi; kerja sama; model MATAHARI; Pendidikan PancasilaAbstract
Pancasila Education in third grade at SDN Murung Raya 5 remained teacher-centered, resulting in low student activity, critical thinking, communication, collaboration, and learning outcomes. This study aimed to describe teacher and student activities, critical thinking, communication, collaboration skills, and learning outcomes through the implementation of the MATAHARI model. Methods: This classroom action research was conducted over four meetings with 25 third-grade students in the second semester of the 2025/2026 academic year. Qualitative data were collected through observations of teacher activity, student activity, communication, and collaboration, while quantitative data were obtained from critical thinking tests and learning outcome assessments. Results: Teacher activity scores increased from 23 to 27, and student activity rose from 32% to 84%. Critical thinking, communication, and collaboration skills improved from 16% to 84%, 40% to 84%, and 20% to 88%, respectively. Learning mastery in the cognitive, affective, and psychomotor domains increased from 32% to 88%, 28% to 88%, and 4% to 84%, respectively. Implications: The MATAHARI model has the potential to serve as an alternative learning model for improving student activity, critical thinking, communication, collaboration, and learning outcomes in Pancasila Education at the elementary level.
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