Implementasi Nilai Disiplin melalui Model Problem Based Learning di Kelas IV SD

Penelitian ini bertujuan untuk mendeskripsikan implementasi nilai disiplin melalui Problem Based Learning pada pembelajaran Pendidikan Pancasila di kelas IV SD Muhammadiyah 18 Surabaya. Penelitian menggunakan metode deskriptif kualitatif dengan melibatkan guru kelas IV Star, peserta didik, dan kepala sekolah sebagai subjek penelitian. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa implementasi Problem Based Learning mulai membentuk nilai disiplin peserta didik melalui indikator ketepatan waktu, kepatuhan terhadap aturan, dan tanggung jawab belajar. Peserta didik mulai terbiasa mengikuti pembelajaran tepat waktu, mematuhi intruksi guru, membaca petunjuk LKPD, berdiskusi dalam kelompok, dan menyelesaikan tugas sesuai tanggung jawab masing-masing. Namun, masih terdapat beberapa peserta didik yang kurang konsisten dalam mematuhi aturan dan menyelesaikan tugas. Dengan demikian, model Problem Based Learning dapat membantu membentuk nilai disiplin peserta didik secara bertahap melalui pembelajaran yang aktif dan kontekstual.

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This study aims to describe the implementation of discipline values through Problem-Based Learning in Pancasila Education learning in fourth grade at SD Muhammadiyah 18, Surabaya. The study used a descriptive qualitative method involving fourth grade teachers of Star, students, and the principal as research subjects. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used the Miles and Huberman model. The results showed that the implementation of Problem-Based Learning began to shape students’ discipline values through indicators of punctuality, compliance with rules, and responsibility for learning. Students are becoming accustomed to attending lessons on time, following teacher instructions, reading student worksheet instructions, discussing in groups, and completing assignments according to their respective responsibilities. However, some students are still inconsistent in adhering to rules and completing assignments. Therefore, the Problem-Based Learning model can help gradually develop students’ discipline through active and contextual learning.