MODEL PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE (VCT) TERHADAP HASIL BELAJAR RANAH AFEKTIF PESERTA DIDIK PADA PEMBELAJARAN PENDIDIKAN PANCASILA

Abstract

The problem in this study was the low affective learning outcomes of fourth-grade students in Pancasila Education at SD Negeri 1 Pringsewu Barat. This study aimed to: (1) determine the effect of the Value Clarification Technique (VCT) learning model on students’ affective learning outcomes; and (2) determine the differences in students’ affective learning outcomes between the experimental class using the Value Clarification Technique (VCT) learning model and the control class using the Contextual Teaching and Learning (CTL) model. This study employed quantitative research with a quasi-experimental approach. The research design used was a non-equivalent control group design. The population consisted of all fourth-grade students totaling 38 students, divided into two classes, namely class IVA and class IVB. The sampling technique used was saturated sampling, so the entire population was used as the research sample. Data collection was conducted using a non-test technique in the form of an observation sheet. The results of the data analysis showed that: (1) there was a significant effect of the Value Clarification Technique (VCT) learning model on students’ affective learning outcomes. Based on the analysis using SPSS 25, the results showed that F_count > F_table, namely 18.067 > 4.41, with a significance level of 0.000 < 0.05, so Ha was accepted; and (2) there was a significant difference in students’ affective learning outcomes between the class using the Value Clarification Technique (VCT) learning model and the class using the Contextual Teaching and Learning (CTL) model. Based on the t-test results, the significance value (Sig. 2-tailed) was 0.000 < 0.05, so Ha was accepted.