Perubahan Aktivitas Siswa dan Skor Efektivitas Implementasi Peer Group Learning dalam PPKn

Abstract

Pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) di SMAN 2 Wera umumnya berlangsung melalui penjelasan yang berpusat pada guru, sementara perhatian, respons, dan partisipasi siswa masih terbatas. Penelitian ini menganalisis perubahan aktivitas siswa dan skor efektivitas implementasi setelah penerapan Peer Group Learning. Skripsi dan tabel master arsip diaudit karena narasinya tidak konsisten dalam menjelaskan desain, sampel, dan uji statistik. Data yang dapat digunakan berasal dari satu kelas XI yang terdiri atas 25 siswa dan diukur sebelum serta sesudah intervensi. Peer Group Learning dilaksanakan melalui kelompok kecil heterogen, penjelasan antarteman, pertanyaan terbuka, latihan kolaboratif, dan klarifikasi akhir oleh guru. Dua instrumen yang masing-masing terdiri atas enam butir digunakan untuk menilai aktivitas siswa dan efektivitas implementasi. Skor tingkat butir dijadikan sumber utama karena 23 dari 25 total pretest efektivitas implementasi tidak sesuai dengan jumlah butirnya; total kemudian dihitung ulang, dan satu nilai yang melebihi rentang skala dibatasi pada skor maksimum. Aktivitas siswa meningkat dari M = 18,48 (SD = 4,97) menjadi M = 22,04 (SD = 2,01), t(24) = 3,15, p = 0,004, dz = 0,63. Skor efektivitas implementasi meningkat dari M = 19,84 (SD = 2,70) menjadi M = 22,28 (SD = 1,72), t(24) = 4,45, p < 0,001, dz = 0,89. Uji Wilcoxon mendukung kedua temuan tersebut. Peer Group Learning berkaitan dengan aktivitas siswa yang lebih tinggi dan penilaian implementasi yang lebih kuat, tetapi klaim kausal tetap dibatasi oleh desain satu kelompok, dokumentasi intervensi yang singkat, dan bukti pengukuran yang masih awal.

Pancasila and Civic Education (PPKn) instruction at SMAN 2 Wera typically relies on teacher-centered explanations, with limited student attention, responsiveness, and participation. This study analyzes changes in student activity and implementation effectiveness scores following the implementation of Peer Group Learning. The thesis and archival master tables were audited due to narrative inconsistencies regarding the study design, sample, and statistical tests. Usable data were derived from a single Grade XI class of 25 students, with measurements taken before and after the intervention. Peer Group Learning was conducted using heterogeneous small groups, peer explanations, open-ended questions, collaborative exercises, and final clarification by the teacher. Two instruments, each comprising six items, were used to assess student activity and implementation effectiveness. Item-level scores served as the primary data source because 23 of the 25 total pre-test scores for implementation effectiveness did not align with the number of items; totals were subsequently recalculated, and any value exceeding the scale range was capped at the maximum score. Student activity increased from M = 18.48 (SD = 4.97) to M = 22.04 (SD = 2.01), t(24) = 3.15, p = 0.004, dz = 0.63. Implementation effectiveness scores increased from M = 19.84 (SD = 2.70) to M = 22.28 (SD = 1.72), t(24) = 4.45, p < 0.001, dz = 0.89. Wilcoxon tests supported both findings. Peer Group Learning is associated with higher student activity and stronger implementation ratings; however, causal claims remain limited by the single-group design, brief intervention documentation, and preliminary measurement evidence.