Eka Periaman Zai

The declining recognition of Nias local culture among elementary school students highlights the need for contextual local content teaching materials that reflect students' cultural environments. This study aims to develop a local content module based on Nias local wisdom and examine its validity, practicality, and effectiveness in improving the learning motivation of fifth-grade students at SD Negeri 071059 Hilibadalu. This study employed a Research and Development (R&D) approach using the 4D development model (Define, Design, Develop, and Disseminate). The research subjects consisted of 23 fifth-grade students. Data were collected through observations, interviews, expert validation questionnaires, practicality questionnaires, and learning motivation questionnaires administered before and after the module implementation. Data were analyzed using qualitative and quantitative descriptive techniques, percentage calculations, and the Normalized Gain (N-Gain) test. The results indicated that the module achieved validation scores of 96.4% for content, 91.6% for language, and 95.8% for design, all categorized as highly feasible. Practicality assessments from students and teachers also indicated positive results. Learning motivation increased from 56.10% to 100%, with an average N-Gain of 1.00, categorized as high. Therefore, the developed module is suitable as contextual teaching material to enhance students' learning motivation while supporting the preservation of Nias local culture. ABSTRAK Menurunnya pengenalan budaya lokal Nias di kalangan peserta didik sekolah dasar menunjukkan perlunya bahan ajar muatan lokal yang kontekstual dan sesuai dengan lingkungan budaya peserta didik. Penelitian ini bertujuan mengembangkan modul muatan lokal berbasis kearifan lokal Nias serta menganalisis validitas, kepraktisan, dan efektivitasnya dalam meningkatkan motivasi belajar peserta didik kelas V SD Negeri 071059 Hilibadalu. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan 4D (Define, Design, Develop, dan Disseminate). Subjek penelitian berjumlah 23 peserta didik kelas V. Data dikumpulkan melalui observasi, wawancara, angket validasi ahli, angket kepraktisan, dan angket motivasi belajar sebelum dan sesudah penggunaan modul. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif menggunakan persentase serta uji Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa modul memperoleh penilaian validasi ahli materi sebesar 96,4%, ahli bahasa 91,6%, dan ahli desain 95,8%, dengan kategori sangat layak. Kepraktisan berdasarkan penilaian peserta didik dan guru juga menunjukkan hasil positif. Motivasi belajar meningkat dari 56,10% menjadi 100%, dengan N-Gain sebesar 1,00 berkategori tinggi. Dengan demikian, modul yang dikembangkan layak digunakan sebagai bahan ajar kontekstual untuk meningkatkan motivasi belajar sekaligus mendukung pelestarian budaya Nias.

ABSTRACT Character development at the elementary school level plays an important role in shaping students’ attitudes and behaviors in accordance with educational values. This study aims to describe the role of teachers in fostering discipline, responsibility, compliance with norms, and fulfillment of obligations through Pancasila Education among fourth-grade students at UPTD SD Negeri 077272 Lolofaoso Tabaloho. This study employed a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation, involving the school principal as the key informant, the fourth-grade teacher as the main informant, and three students selected through purposive sampling as additional informants. Data analysis consisted of data collection, data reduction, data presentation, and conclusion drawing. The findings indicate that teachers foster character development by integrating character values into classroom instruction and daily school routines. These efforts are implemented through role modeling, guidance, appreciation, motivation, assignments, and the enforcement of school rules to cultivate discipline, responsibility, compliance with norms, and fulfillment of obligations. Thus, Pancasila Education serves as a means of character development through role modeling and habituation, encouraging students to apply these values in their daily lives. ABSTRAK Pembinaan karakter pada jenjang sekolah dasar berperan dalam membentuk sikap dan perilaku siswa sesuai nilai-nilai pendidikan. Penelitian ini bertujuan mendeskripsikan peran guru dalam membina karakter disiplin, tanggung jawab, kepatuhan terhadap norma, dan pelaksanaan kewajiban melalui pembelajaran Pendidikan Pancasila pada siswa kelas IV UPTD SD Negeri 077272 Lolofaoso Tabaloho. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi dengan kepala sekolah sebagai informan kunci, guru kelas IV sebagai informan utama, serta tiga siswa yang dipilih melalui purposive sampling sebagai informan tambahan. Analisis data meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru membina karakter melalui integrasi nilai-nilai karakter dalam pembelajaran dan pembiasaan di sekolah. Upaya tersebut diwujudkan melalui keteladanan, bimbingan, apresiasi, motivasi, pemberian tugas, serta penerapan tata tertib untuk melatih kedisiplinan, tanggung jawab, kepatuhan terhadap norma, dan pelaksanaan kewajiban. Dengan demikian, pembelajaran Pendidikan Pancasila menjadi sarana pembinaan karakter melalui keteladanan dan pembiasaan yang mendorong siswa menerapkan nilai-nilai tersebut dalam kehidupan sehari-hari.

This study was motivated by the low learning outcomes of students in Pancasila Education, which was caused by a learning process that had not fully involved students actively. This study aimed to describe the implementation of the Role Playing learning strategy and analyze the improvement of students’ learning outcomes after its implementation. The study was conducted at UPTD SD Negeri 074038 TOHIA with 23 fourth-grade students as research subjects. This study employed Classroom Action Research conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The research instruments consisted of teacher activity observation sheets, student activity observation sheets, and learning outcome tests. Data were collected through observation and tests. The results showed that the implementation of the Role Playing strategy improved the quality of the learning process and students’ learning outcomes. Teacher activity increased gradually in each meeting, while student activity also showed increased involvement throughout the learning process. The learning test results showed that the average student score in Cycle I was 63.43 with classical mastery of 39.13%, which increased in Cycle II to 77.17 with classical mastery of 86.95%. This improvement indicates that Role Playing provided students with active, contextual, and meaningful learning experiences that helped them understand Pancasila Education material more effectively. Therefore, the Role Playing learning strategy can be used as an alternative learning strategy to improve students’ learning outcomes in Pancasila Education at the elementary school level. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila yang disebabkan oleh proses pembelajaran yang belum sepenuhnya melibatkan peserta didik secara aktif. Penelitian ini bertujuan untuk mendeskripsikan penerapan strategi pembelajaran Role Playing dan menganalisis peningkatan hasil belajar peserta didik setelah penerapan strategi tersebut. Penelitian dilaksanakan di UPTD SD Negeri 074038 TOHIA dengan subjek penelitian sebanyak 23 peserta didik kelas IV. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Instrumen penelitian berupa lembar observasi aktivitas guru, lembar observasi aktivitas peserta didik, dan tes hasil belajar. Teknik pengumpulan data dilakukan melalui observasi dan tes. Hasil penelitian menunjukkan bahwa penerapan strategi Role Playing dapat meningkatkan kualitas proses dan hasil pembelajaran. Aktivitas guru meningkat secara bertahap dari setiap pertemuan, demikian pula aktivitas peserta didik yang menunjukkan peningkatan keterlibatan selama pembelajaran. Hasil tes menunjukkan bahwa rata-rata hasil belajar peserta didik pada Siklus I sebesar 63,43 dengan ketuntasan klasikal 39,13%, kemudian meningkat pada Siklus II menjadi 77,17 dengan ketuntasan klasikal 86,95%. Peningkatan tersebut menunjukkan bahwa penerapan Role Playing mampu memberikan pengalaman belajar yang aktif, kontekstual, dan bermakna sehingga membantu peserta didik memahami materi Pendidikan Pancasila dengan lebih baik. Dengan demikian, strategi pembelajaran Role Playing dapat digunakan sebagai salah satu alternatif strategi pembelajaran untuk meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila di sekolah dasar.