The effect of SDL and creative thinking on learning outcomes in Pancasila education material

Delisma Siregar; Anita Yus; Daulat Saragi

doi:10.64014/jik.v22i3.48

Authors

Delisma Siregar Universitas Negeri Medan Author
Anita Yus Universitas Negeri Medan Author
Daulat Saragi Universitas Negeri Medan Author

DOI:

https://doi.org/10.64014/jik.v22i3.48

Keywords:

creative thinking, learning outcomes, self-directed learning

Abstract

This study is motivated by the importance of improving students’ learning outcomes in Pancasila Education at the elementary school level. The purpose of this research is to examine the effect of the Self-Directed Learning model on students’ learning outcomes, as well as the interaction between the learning model and creative thinking skills on learning outcomes. This research employed a quantitative method with a quasi-experimental design. The sample was selected using total sampling, where class IVA served as the experimental group applying the Self-Directed Learning model, and class IVB as the control group using the Direct Instruction model. Research instruments included tests and questionnaires to measure learning outcomes and creative thinking skills. The results of the ANOVA analysis indicated that the Self-Directed Learning model had a significant effect on improving students’ learning outcomes. Additionally, the interaction between the learning model and creative thinking skills also had a significant impact on learning outcomes. These findings demonstrate that the Self-Directed Learning model is effective in enhancing students’ learning outcomes in Pancasila Education.

Abstrak

Penelitian ini dilatarbelakangi oleh pentingnya peningkatan hasil belajar peserta didik pada materi Pendidikan Pancasila di sekolah dasar. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Self-Directed Learning terhadap hasil belajar peserta didik, serta interaksi antara model pembelajaran dan kemampuan berpikir kreatif terhadap hasil belajar. Penelitian ini menggunakan metode kuantitatif dengan desain quasi eksperimen. Sampel diambil secara total sampling, di mana kelas IVA sebagai kelas eksperimen menerapkan model Self-Directed Learning dan kelas IVB sebagai kelas kontrol menggunakan model Direct Instruction. Instrumen penelitian berupa tes dan angket digunakan untuk mengukur hasil belajar dan kemampuan berpikir kreatif peserta didik. Hasil analisis ANAVA menunjukkan bahwa model Self-Directed Learning berpengaruh signifikan terhadap peningkatan hasil belajar peserta didik. Selain itu, kemampuan berpikir kreatif dan interaksi antara model pembelajaran dengan kemampuan berpikir kreatif juga memberikan pengaruh signifikan terhadap hasil belajar. Temuan ini menunjukkan bahwa model Self-Directed Learning efektif dalam meningkatkan hasil belajar peserta didik pada materi Pendidikan Pancasila.

Kata Kunci: berpikir kreatif; hasil belajar; self-directed learning

References

Anjani, D. M., Indah, D., Adelin, F. S., & Mulyani, S. S. (2025). Meningkatkan kemandirian belajar PPKn melalui penerapan model Self Directed Learning (SDL) di SMPN 6 Garut. PTK: Jurnal Tindakan Kelas, 5(2), 438-450.

Asmah, Nursalam, & Quraisy, H. (2022). Mengembangkan e-module berbasis kearifan lokal didukung aplikasi Flipbook pengajaran IPS terhadap hasil belajar siswa kelas IV SDN 112 Botto. Pendas: Jurnal Ilmiah Pendidikan Dasar, 7(2), 1063-1073.

Aulia, N. (2023). Penerapan model project based learning untuk meningkatkan kemampuan berpikir kreatif siswa di sekolah dasar. Jurnal Riset Madrasah Ibtidaiyah (Jurmia), 3(1), 1-7

Bettencourt, L. A. (2020). Constructivist learning theory and its application in education. Journal of Educational Philosophy, 15(3), 45-58.

Bhakti, C. P., & Nafi’ah, H. H. (2025). Pengembangan buku panduan permainan untuk meningkatkan self-directed learning bagi peserta didik. Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan, 5(6), 5-14.

Bishara, S. (2021). The cultivation of self-directed learning in teaching mathematics. World Journal on Educational Technology: Current Issues, 13(1), 82-95.

Cahyanti, W., Damayanti, A. T., Wigati, T., & Suyoto, S. (2024). Implementasi model Problem Based Learning (PBL) untuk meningkatkan hasil belajar pendidikan Pancasila siswa kelas V. Jurnal Inovasi, Evaluasi, dan Pengembangan Pembelajaran (JIEPP), 4(2), 223-229.

Chukwunemerem, O. P. (2023). Lessons from self-directed learning activities and helping university students think critically. Journal of Education and Learning, 12(2), 79-87.

Dewi, M. R. (2022). Kelebihan dan kekurangan project-based learning untuk penguatan profil pelajar Pancasila kurikulum merdeka. Inovasi Kurikulum, 19(2), 213-226.

Doo, M. Y., Zhu, M., & Bonk, C. J. (2023). Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis. Distance Education, 44(1), 86-105.

Duha, Y. (2024). Penerapan model pembelajaran self directed learning untuk meningkatkan hasil belajar siswa pada mata pembelajaran Pendidikan Pancasila dan Kewarganegaraan. Faguru: Jurnal Ilmiah Mahasiswa Keguruan, 3(1), 75-89.

Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218-243.

Hsia, L. H., Lin, Y. N., & Hwang, G. J. (2021). A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology, 52(4), 1771-1787.

Imami, N., Zain, M. I., & Muslehudin, M. (2025). Meningkatkan hasil belajar peserta didik melalui penerapan model pembelajaran PBL dengan pendekatan pembelajaran berdiferensiasi di kelas V/B SDN 7 Cakranegara tahun ajaran 2024/2025. Jurnal Ilmiah Profesi Pendidikan, 10(1), 431-436.

Jelena, O. Z., & Jelena, M. (2022). Quasi-experimental research as an epistemological-methodological approach in education research. International Journal of Cognitive Research in Science, Engineering and Education, 10(3), 177-183.

Karnia, F. T., & Ari, S. (2023). Pengaruh model pembelajaran Think Talk Write (TTW) terhadap hasil belajar pendidikan Pancasila kelas IV MIM Al Muttaqien. JPD: Jurnal Pendidikan Dasar, 14(2), 50-62.

Khaira, H. S., Al Hafizh, M. F., Darmansyah, P. S. A., Nugraha, H., & Komara, D. A. (2023). Analysis of needs and teachers' perception towards business teaching materials at SMA Labschool UPI. Curricula: Journal of Curriculum Development, 2(2), 299-314.

Kurniawan, D., & Wulandari, S. (2024). Pengaruh model pembelajaran self-directed learning terhadap minat dan hasil belajar siswa. Jurnal Pendidikan dan Pembelajaran, 12(1), 45-58.

Lee, J., & Choi, H. (2023). Self-directed learning and long-term retention: Evidence from higher education. Journal of Educational Psychology, 115(2), 345-360.

Luthfiah, Q., & Sartika, D. (2021). Metode pembelajaran karya wisata candi Muaro Jambi: Pengaruh hasil belajar peserta didik pada muatan pembelajaran IPS di sekolah dasar. Journal of Basic Education Research, 2(3), 70-74.

Nailu, I. A., & Haeruddin. (2025). Pengembangan media pembelajaran interaktif IPAS berbasis lingkungan untuk kemandirian belajar siswa SD di Palu. JIPG: Jurnal Ilmiah Profesi Guru, 6(1), 90-101.

Nurmayanti, A., Kurniawansyah, E., & Baihi, B. (2025). Penerapan media wordwall untuk meningkatkan hasil belajar pendidikan Pancasila pada siswa kelas XI IIS 6 SMA Negeri 8 Mataram. Jurnal Ilmiah Profesi Pendidikan, 10(1), 267-272.

Parihah, I., Rosita, T., Saabighoot, Y. A., & Houtman, H. (2022). Pengaruh model pembelajaran berbasis proyek dan kemampuan berfikir kreatif. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 8(1), 25-34.

Pratimi, R. S. (2024). The influence of the implementation of the Self-Directed Learning (SDL) learning model assisted by blended learning on the learning outcomes of environmental chemistry students. Jurnal Riset Ilmu Pendidikan, 4(3), 124-131.

Purwaningsih, W., & Wangid, M. N. (2021). Improving students’ critical thinking skills using time bar media in Mathemathics learning in the third grade primary school. Jurnal Prima Edukasia, 9(2), 248-260.

Rahayuningsih, S., Sirajuddin, S., & Ikram, M. (2021). Using open-ended problem-solving tests to identify students’ mathematical creative thinking ability. Participatory Educational Research, 8(3), 285-299.

Roisah, R., Kusrina, T., & Porwanto, B. E. (2023). Model pembelajaran kooperatif tipe Think Talk Write (TTW) dapat meningkatkan kemampuan berfikir kritis dan prestasi belajar pada mata pelajaran IPS. Journal of Education Research, 4(3), 1481-1487

Rosyiddin, A. A. Z., Fiqih, A., Hadiapurwa, A., Nugraha, H., & Komara, D. A. (2023). The effect of interactive PowerPoint media design on student learning interests. Edcomtech: Jurnal Kajian Teknologi Pendidikan, 8(1), 12-24.

Saputri, D. Y., Sajidan, Efendi, A., & Wiranto. (2023). Penggunaan virtual laboratory ditinjau berdasarkan self directed learning pada calon guru sekolah dasar. Kwangsan: Jurnal Teknologi Pendidikan, 11(1), 1-20.

Sari, E. D. P., Trisnawati, R. K., Agustina, M. F., Adiarti, D., & Noorashid, N. (2023). Assessment of students' creative thinking skill on the implementation of project-based learning. International Journal of Language Education, 7(3), 414-428.

Setiawan, M. A., Sriadhi, S., & Silaban, S. (2024). Enhancing critical thinking skill by implementing electronic student worksheets based on guided inquiry in natural science subject for elementary school. Jurnal Pendidikan Kimia, 16(3), 225-229.

Simanjuntak, R., & Putra, A. (2023). Self-directed learning dalam pembelajaran daring: Studi kasus di pendidikan tinggi. Jurnal Teknologi Pendidikan, 25(3), 210-225.

Simanungkalit, A. N., S, M. F., & Sitohang, T. (2024). Pengaruh model Self-Directed Learning (SDL) terhadap kemampuan menulis teks eksplanasi kompleks pada siswa kelas XI SMA Swasta Abdi Negara Binjai. JKIP Jurnal Kajian Ilmu Pendidikan, 4(2), 514-523.

Tonge, I., Panigoro, M., Bahsoan, A., Mahmud, M., & Sudirman. (2023). Pengaruh penggunaan media pembelajaran animasi terhadap motivasi belajar dan hasil belajar siswa. Journal on Teacher Education, 5(1), 582-592.