PERSPEKTIF SOSIOKULTURAL DALAM MENINGKATKAN AKTIVITAS BERNALAR KRITIS SISWA PADA PEMBELAJARAN PENDIDIKAN PANCASILA

Abstract

This study was conducted to describe and analyze students’ critical thinking activities, their engagement in learning, and the application of a sociocultural perspective in Pancasila Education classes at a high school in Malang. The study employed a qualitative, descriptive approach, and data were collected through observation, interviews, and document analysis. The results of the study indicate that students’ critical thinking activities were more prevalent in small-group discussions through asking questions, expressing opinions, and responding to peers’ arguments. Student engagement in learning was evident through active participation during discussions and responses to the teacher’s questions, although some students tended to be passive in large groups. The application of the sociocultural perspective was evident through social interaction, cooperation, and collaboration among students, which fostered the development of critical thinking skills. The findings of this study indicate that an interactive and collaborative learning environment can support the development of students’ critical thinking activities in Pancasila Education classes.