Penanaman Karakter Gotong Royong dalam Problem Based Learning (PBL) pada Peserta Didik Kelas V Sekolah Dasar

Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan model PBL melalui tahapan orientasi masalah, pengorganisasian peserta didik, penyelidikan, presentasi hasil, dan evaluasi dapat menumbuhkan karakter gotong royong yang mencakup aspek kerja sama, solidaritas, dan tanggung jawab. Pada aspek kerja sama, peserta didik mampu berdiskusi dan menyelesaikan LKPD berbentuk mind mapping secara berkelompok. Pada aspek solidaritas, peserta didik menunjukkan sikap saling membantu dan mendukung teman dalam proses pembelajaran. Pada aspek tanggung jawab, peserta didik melaksanakan tugas sesuai peran masing-masing dan mempresentasikan hasil kerja kelompok dengan cukup baik. Namun demikian, keterlibatan peserta didik belum merata karena masih terdapat peserta didik yang kurang aktif dalam kegiatan kelompok. Secara keseluruhan, model PBL mampu mendukung penanaman karakter gotong royong melalui pembelajaran yang bersifat kolaboratif dan berpusat pada peserta didik.

================================================================================

This study aimed to describe the instillation of the character of mutual cooperation (gotong royong) through the application of the Problem-Based Learning (PBL) model in fifth-grade students at Muhammadiyah 18 Elementary School, Surabaya. This study employed a qualitative approach, employing observation, interviews, and documentation as data collection techniques. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The research results showed that implementing the PBL model, through the stages of problem orientation, student organization, investigation, presentation of results, and evaluation, can foster a character of mutual cooperation, encompassing cooperation, solidarity, and responsibility. In terms of cooperation, students were able to discuss and complete student worksheets in the form of mind maps in groups. In terms of solidarity, students demonstrated an attitude of mutual assistance and support for their peers throughout the learning process. In terms of responsibility, students carried out tasks according to their respective roles and presented the results of their group work quite well. However, student involvement was uneven, as some students remained less active in group activities. Overall, the PBL model was able to support the instillation of the character of mutual cooperation through collaborative and student- centered learning.