Pendampingan integrasi pembelajaran mendalam berbasis inkuiri, project-based learning, dan diferensiasi produk dalam penguatan pendidikan pancasila kontekstual di SMAN 2 Mataram

Maemunah Maemunah, Hafadzatun Hafadzatun, Adzmi Adzmi, Hanna Sajida, Saodiatin Nufus, Izun Masylia

Abstract


Abstrak

Pembelajaran Pendidikan Pancasila perlu dirancang secara kontekstual, partisipatif, dan inklusif agar peserta didik mampu memahami nilai kewarganegaraan melalui pengalaman belajar yang bermakna. Studi ini bertujuan mendeskripsikan implementasi pembelajaran mendalam berbasis inkuiri, Project-Based Learning, dan diferensiasi produk dalam pembelajaran Pendidikan Pancasila di SMAN 2 Mataram. Kegiatan menggunakan pendekatan deskriptif-kualitatif berbasis pendampingan pedagogis. Data diperoleh melalui orientasi manajemen sekolah, observasi lingkungan belajar, studi dokumentasi, refleksi praktik asistensi, respons peserta didik, serta umpan balik guru pamong. Analisis dilakukan secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan metode. Hasil menunjukkan bahwa sekolah memiliki dukungan kelembagaan dan lingkungan belajar yang relatif memadai, termasuk fasilitas akademik, layanan peserta didik, serta budaya pembinaan karakter. Implementasi pembelajaran melalui analisis kasus konflik sosial di Nusa Tenggara Barat mendorong peserta didik mengidentifikasi masalah, menganalisis penyebab, merumuskan solusi, dan menghasilkan produk belajar yang beragam. Diferensiasi produk melalui Problem Solution Tree, sketsa visual, esai kritis, dan presentasi meningkatkan keterlibatan, kreativitas, komunikasi, serta partisipasi siswa sesuai minat dan gaya belajar. Namun, pelaksanaan masih menghadapi kendala teknis perangkat pembelajaran, keterbatasan waktu efektif, dan kebutuhan asesmen awal non-kognitif yang lebih kuat. Studi ini menyimpulkan bahwa integrasi inkuiri, Project-Based Learning, dan diferensiasi produk berkontribusi pada penguatan pembelajaran Pendidikan Pancasila yang adaptif, inklusif, dan berbasis konteks lokal.

 

Kata kunci: pembelajaran mendalam; Pendidikan Pancasila; Project-Based Learning; diferensiasi produk; pembelajaran kontekstual

 

Abstract

Pancasila Education learning should be designed to be contextual, participatory, and inclusive, enabling students to develop a meaningful understanding of citizenship values through authentic learning experiences. This study aims to describe the implementation of deep learning through an inquiry-based approach, Project-Based Learning (PjBL), and product differentiation in Pancasila Education at SMAN 2 Mataram. The study employed a descriptive qualitative approach through pedagogical mentoring. Data were collected through school management orientation, classroom and learning environment observations, document analysis, reflections on teaching assistance practices, students’ responses, and feedback from mentor teachers. Data were analyzed using an interactive approach involving data reduction, data display, and conclusion drawing, supported by source and method triangulation to ensure trustworthiness. The findings indicate that the school provides adequate institutional support and a conducive learning environment, including academic facilities, student support services, and a strong culture of character development. The implementation of learning through the analysis of social conflict cases in West Nusa Tenggara encouraged students to identify problems, analyze their underlying causes, propose solutions, and produce diverse learning products. Product differentiation through Problem Solution Trees, visual sketches, critical essays, and oral presentations enhanced students’ engagement, creativity, communication skills, and active participation according to their interests and learning preferences. Nevertheless, several challenges remained, including technical constraints related to instructional resources, limited effective instructional time, and the need for more comprehensive non-cognitive diagnostic assessments at the beginning of the learning process. This study concludes that integrating inquiry-based learning, Project-Based Learning, and product differentiation contributes to strengthening adaptive, inclusive, and context-based Pancasila Education learning.

 

Keywords: deep learning; pancasila education; Project-Based Learning; product differentiation; contextual learning


Keywords


deep learning; pancasila education; Project-Based Learning; product differentiation; contextual learning

Full Text:

PDF

References


Banks, J. A. (2017). An introduction to multicultural education (6th ed.). Pearson.

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. https://doi.org/10.1016/j.buildenv.2015.02.013

Biesta, G. J. J. (2011). Learning democracy in school and society: Education, lifelong learning, and the politics of citizenship. Sense Publishers.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5

Bush, T. (2020). Theories of educational leadership and management (5th ed.). SAGE Publications.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368

Hopkins, D. (2013). Exploding the myths of school reform. Open University Press.

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.

OECD. (2019). OECD Future of Education and Skills 2030: OECD learning compass 2030. Organisation for Economic Co-operation and Development.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.

UNESCO. (2020). Education for sustainable development: A roadmap. United Nations Educational, Scientific and Cultural Organization.




DOI: https://doi.org/10.31764/jpmb.v10i3.40542

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

______________________________________________________

Jurnal Selaparang

p-ISSN 2614-5251 || e-ISSN 2614-526X

 

EDITORIAL OFFICE: