Riana Riana

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.

Conceptual understanding of fractions among third-grade elementary school students remains a challenge because the topic is abstract and teacher-centered instruction provides limited opportunities for students to study materials independently and actively. The initial condition in Grade III of SD Negeri 077279 Si’őfabanua showed that only 4 of 21 students (19%) achieved the school mastery criterion of 70, with a class average of 60. This study aimed to describe the implementation of an animated video-based flipped classroom and determine its improvement in students’ conceptual understanding of fractions. The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 21 third-grade students, consisting of 10 boys and 11 girls. Data were collected through conceptual understanding tests, teacher and student activity observations, student response questionnaires, and documentation. The data were analyzed descriptively using mean scores and learning mastery percentages. The results showed that the average score increased from 60 in the pre-cycle to 68 in Cycle I and 76 in Cycle II. Learning mastery increased from 19% in the pre-cycle to 57% in Cycle I and 86% in Cycle II. Teacher activity increased from 61% to 88%, while student activity increased from 69% to 82%. Student responses in Cycle II reached 86%, categorized as very positive. Therefore, the implementation of an animated video-based flipped classroom improved students’ conceptual understanding of fractions and encouraged more active participation in learning. ABSTRAK Pemahaman konsep pecahan pada siswa kelas III sekolah dasar masih menjadi permasalahan karena materi bersifat abstrak dan pembelajaran yang berpusat pada guru belum memberikan kesempatan yang cukup kepada siswa untuk mempelajari materi secara mandiri dan aktif. Kondisi awal di kelas III SD Negeri 077279 Si’őfabanua menunjukkan bahwa hanya 4 dari 21 siswa (19%) yang mencapai KKM 70 dengan nilai rata-rata kelas 60. Penelitian ini bertujuan untuk mendeskripsikan penerapan flipped classroom berbasis video animasi dan mengetahui peningkatan pemahaman konsep materi pecahan siswa. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 siswa yang terdiri atas 10 laki-laki dan 11 perempuan. Data dikumpulkan melalui tes pemahaman konsep, observasi aktivitas guru dan siswa, angket respons siswa, serta dokumentasi. Data dianalisis secara deskriptif melalui rata-rata dan persentase ketuntasan belajar. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 60 pada pra-siklus menjadi 68 pada Siklus I dan 76 pada Siklus II. Ketuntasan belajar meningkat dari 19% pada pra-siklus menjadi 57% pada Siklus I dan 86% pada Siklus II. Aktivitas guru meningkat dari 61% menjadi 88%, sedangkan aktivitas siswa meningkat dari 69% menjadi 82%. Respons siswa pada Siklus II mencapai 86% dengan kategori sangat positif. Dengan demikian, penerapan flipped classroom berbasis video animasi dapat meningkatkan pemahaman konsep materi pecahan sekaligus mendorong keterlibatan siswa dalam pembelajaran.