PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI SDN 20 CAKRANEGARA

Abstract

This study aims to describe the implementation of the Problem-Based Learning (PBL) model in Pancasila Education for fifth-grade students at SDN 20 Cakranegara, covering the stages of planning, implementation, and evaluation of learning. This research uses a descriptive qualitative approach. Data were obtained through non-participant observation, structured interviews, and documentation. The data analysis techniques used include data reduction, data presentation, and verification/conclusion drawing. The study results indicate that the planning stage for Pancasila Education learning has not been carried out as it should be, particularly in the preparation of assessment components and steps in learning activities. However, teachers have formulated learning objectives, selected appropriate methods and approaches, identified learning resources, and prepared teaching media well. In the implementation stage, the learning activities have not been conducted as expected. This is due to the omission of reflection activities and the lack of teacher readiness in facilitating discussions by acting as a guide, as well as the absence of motivation and assignment activities during the closing stage. Nonetheless, the teacher conducted the initial activities optimally. In the evaluation stage, the teacher did not conduct the formative evaluation stages of the PBL model due to the lack of assessment instruments and rubrics, but the teacher carried out a summative evaluation with written tests complete with assessment instruments. Therefore, it can be concluded that the evaluation in Pancasila Education learning with the PBL model has not yet been conducted as expected.