Implementasi Nilai-Nilai Pancasila dalam Pembelajaran IPAS di Sekolah Dasar

Penelitian ini bertujuan untuk menjelaskan bagaimana nilai-nilai Pancasila diterapkan dalam proses pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di kelas III Madrasah Ibtidaiyah Ichya’ul Ulum Surabaya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian guru wali kelas III dan peserta didik kelas III. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa nilai-nilai Pancasila telah diterapkan dengan baik dalam pembelajaran IPAS pada kelima sila. Sila pertama terwujud melalui shalat dhuha berjamaah serta doa sebelum dan sesudah belajar. Sila kedua tercermin dari sikap saling membantu dan menghargai antar peserta didik. Sila ketiga diwujudkan melalui kerja sama dalam kegiatan kelompok. Sila keempat terlihat dalam kegiatan diskusi untuk menyampaikan pendapat dan mencapai kesepakatan. Sila kelima terwujud melalui berbagai alat tulis kepada teman yang membutuhkan serta memberi kesempatan yang sama bagi semua peserta didik untuk bertanya, menyampaikan pendapat, dan berpartisipasi aktif dalam kegiatan belajar mengajar tanpa perbedaan perlakuan, sehingga tercipta lingkungan belajar yang inklusif, adil, dan menghargai hak setiap peserta didik. Secara umum, pembelajaran IPAS dapat menjadi cara yang baik untuk menanamkan nilai-nilai Pancasila dan membentuk karakter peserta didik sesuai Profil Pelajar Pancasila.

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ABSTRACT
This study aims to explain how Pancasila values are applied in the Natural and Social Sciences (IPAS) learning process in third-grade students at Ichya’ul Ulum Islamic Elementary School in Surabaya. This study used a descriptive qualitative approach with the third-grade homeroom teacher and third-grade students as subjects. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis employed the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. The research results show that Pancasila values have been effectively implemented in science and natural sciences learning across all five principles. The first principle is realized through congregational Dhuha prayer and prayers before and after learning. The second principle is reflected in mutual assistance and respect among students. The third principle is realized through cooperation in group activities. The fourth principle is seen in discussions to express opinions and reach consensus. The fifth principle is realized through sharing stationery with friends who need it and providing equal opportunities for all students to ask questions, express opinions, and actively participate in teaching and learning activities without discrimination, thus creating an inclusive, fair learning environment that respects the rights of every student. In general, natural and social sciences learning can be an effective way to instill Pancasila values and shape students’ character according to the Pancasila Student Profile.

Keywords: implementation of Pancasila values, science and natural sciences learning, elementary school, Pancasila student profile, character education.