IMPLEMENTASI MODEL PEMBELAJARAN MORAL REASONING DALAM MENINGKATKAN SIKAP RESPONSIF DAN PROAKTIF PESERTA DIDIK TERHADAP PELANGGARAN HAK ASASI MANUSIA: Penelitian Tindakan Di Kelas XI IPA 5 SMAN 2 Majalaya

• Main Author: Nurul Zulfah Azzahra, - (Author)
• Format: Book
• Published: 2023-01-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/91192/8/S_PKN_1801651_Title.pdf; http://repository.upi.edu/91192/9/S_PKN_1801651_Chapter%201.pdf; http://repository.upi.edu/91192/10/S_PKN_1801651_Chapter%202.pdf; http://repository.upi.edu/91192/11/S_PKN_1801651_Chapter%203.pdf; http://repository.upi.edu/91192/12/S_PKN_1801651_Chapter%204.pdf; http://repository.upi.edu/91192/13/S_PKN_1801651_Chapter%205.pdf; http://repository.upi.edu/91192/14/S_PKN_1801651_Appendix.pdf
• Keywords: H Social Sciences (General); L Education (General)

Penelitian ini dilatarbelakangi oleh banyaknya kasus pelanggaran HAM yang terjadi di lingkungan sekolah, serta rendahnya sikap responsif dan proaktif peserta didik terhadap pelanggaran HAM. Tujuan dilakukannya penelitian ini adalah untuk memberikan pengetahuan mengenai pengembangan model pembelajaran moral reasoning dalam pembelajaran PPKn untuk meningkatkan sikap responsif dan proaktif peserta didik terhadap pelanggaran HAM. Penelitian ini dilakukan di kelas XI IPA 5 SMAN 2 Majalaya dengan metode Penelitian Tindakan Kelas. Adapun Teknik pengumpulan data yang digunakan dalam penelitian ini yakni wawancara, observasi, skala sikap, studi dokumentasi, dan tes. Teknik analisis data yang digunakan dalam penelitian ini yakni, teknik analisis kualitatif dan kuantitatif. Hasil temuan dalam penelitian ini: 1) Perencanaan yang dilakukan yakni menyiapkan bahan ajar, RPP, dan instrumen penelitian, 2) Pelaksanaan model pembelajaran moral reasoning dilakukan dalam 3 siklus, kegiatan yang dilakukan yakni, penyajian kasus dilema moral, pembagian kelompok diskusi, diskusi kelas, dan seleksi moral terpilih yang terkandung dalam cerita dilema moral yang berbeda setiap siklusnya, pelaksanan model pembelajaran moral reasoning memberikan hasil positif dalam peningkatan sikap responsif dan proaktif terhadap pelanggaran HAM, 3) Hasil dari penerapan model pembelajaran moral reasoning dapat meningkatkan sikap responsif dan proaktif peserta didik terhadap pelanggaran HAM yang dilihat dari hasil penilaian yang terus mengalami peningkatan setiap siklusnya, 4) Hambatan yang dialami peneliti yakni, berkenaan dengan kemampuan siswa dan fasilitas sekolah, upaya yang dilakukan adalah dengan mengoptimalkan peran guru serta memperbaiki fasilitas sekolah. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran moral reasoning berhasil untuk meningkatkan sikap responsif dan proaktif peserta didik terhadap pelanggaran HAM. This research is motivated by the many cases of human rights violations that occur in the school environment, as well as the low responsiveness and proactive attitude of students towards human rights violations. The purpose of doing this research is to provide knowledge regarding the development of moral reasoning learning models in Civics learning to increase students' responsive and proactive attitudes towards human rights violations. This research was conducted in class XI IPA 5 SMAN 2 Majalaya with the Classroom Action Research method. The data collection techniques used in this study were interviews, observations, attitude scales, documentation studies, and tests. The data analysis techniques used in this research are qualitative and quantitative analysis techniques. The findings in this study: 1) The planning is carried out, namely preparing teaching materials, lesson plans, and research instruments, 2) The implementation of the moral reasoning learning model is carried out in 3 cycles, the activities carried out are, presenting cases of moral dilemmas, dividing discussion groups, class discussions , and the selection of selected morals contained in stories of different moral dilemmas in each cycle, the implementation of the moral reasoning learning model gives positive results in increasing responsive and proactive attitudes towards human rights violations, 3) The results of applying the moral reasoning learning model can increase the responsive and proactive attitude of participants students against human rights violations as seen from the results of the assessment which continues to increase each cycle, 4) Obstacles experienced by researchers namely, with regard to student abilities and school facilities, the efforts made are to optimize the role of the teacher and improve school facilities. The results showed that the application of the moral reasoning learning model was successful in increasing the responsive and proactive attitude of students towards human rights violations.