Pembelajaran Partisipatif untuk Membangun Kepercayaan Diri: Studi Kasus Kegiatan Menampilkan Diri di Sekolah Dasar
DOI:
https://doi.org/10.30605/cjpe.8.4.2025.7442Keywords:
Pembelajaran Partisipatif, Kepercayaan Diri, Sekolah Dasar, KualitatifAbstract
Urgensi penelitian ini terletak pada kebutuhan untuk memperkuat kompetensi sosial-emosional siswa sejak dini agar mereka mampu menghadapi tantangan komunikasi dan interaksi sosial di masa depan.Kepercayaan diri merupakan kompetensi sosial-emosional yang penting untuk dikembangkan sejak usia sekolah dasar, terutama dalam konteks pembelajaran di kelas. Penelitian ini bertujuan untuk menggali bagaimana kegiatan menampilkan diri di depan kelas dapat menjadi strategi efektif dalam membangun kepercayaan diri siswa. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di SD Negeri 23 Batara selama dua bulan. Subjek penelitian terdiri atas 20 siswa kelas IV dan seorang guru kelas sebagai informan utama. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi kegiatan unjuk diri seperti presentasi, bercerita, membaca puisi, serta pentas mini. Analisis data dilakukan secara induktif dengan menggunakan model analisis tematik: Transkripsi data, Reduksi data, Tahap pengkodean, Tahap interpretasi dan penarikan simpul. Hasil penelitian menunjukkan bahwa kegiatan menampilkan diri yang dilakukan secara rutin dan terstruktur mampu meningkatkan kepercayaan diri siswa secara bertahap. Siswa yang semula pasif dan takut tampil mulai menunjukkan keberanian, kelancaran ekspresi verbal, serta respons positif terhadap apresiasi teman dan guru. Faktor pendukung utama meliputi suasana kelas yang inklusif, pemberian umpan balik positif, dan pendampingan emosional oleh guru. Penelitian ini menegaskan bahwa pembelajaran tidak hanya berfokus pada aspek kognitif, tetapi juga pada pengembangan karakter melalui pengalaman langsung. Disarankan agar kegiatan unjuk diri diintegrasikan dalam rutinitas pembelajaran sebagai strategi berkelanjutan untuk membangun kepercayaan diri siswa.
Downloads
References
Abidin, A. M. (2022). Penerapan Teori Belajar Behaviorisme dalam Pembelajaran (Studi Pada Anak). An-Nisa, 15(1), 1–8. http://dx.doi.org/10.30863/an.v15i1.3315
Aini, K. (2021). Kemandirian Belajar Mahasiswa Melalui Blended Learning Tipe Flipped Classroom pada Masa Pandemi Covid-19. Jurnal Literasi Digital, 1(1), 42–49. https://doi.org/10.54065/jld.1.1.2021.7
Alika, O., Handayani, A., & Rakhmawati, D. (2024). Penerimaan Diri dan Sikap Percaya Diri pada Anak Sekolah Dasar. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 10(1), 607-618. https://doi.org/10.36989/didaktik.v10i1.2664
Andini, N. P., Hamzah, R. A., & Hasanah, J. (2025). Mengembangkan Keterampilan Berbicara di Sekolah Dasar. Abuya: Jurnal Pendidikan Dasar, 3(1), 1-13. https://doi.org/10.52185/abuyaVol3iss1Y2025573
Andriana, E., & Rokmanah, S. (2023). Pengaruh Reward Terhadap Motivasi Belajar Peserta Didik Di Kelas 1 Sdn Cinanggung. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(5), 2456–2472. https://doi.org/10.36989/didaktik.v9i5.2204
Beard, C. (2021). Experiential learning: A handbook for education, training and coaching (3rd ed.). Kogan Page.
Berk, L. E. (2022). Development through the lifespan (7th ed.). Pearson.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2021). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 67(1–2), 1–15. https://doi.org/10.1002/ajcp.12570
Eccles, J. S., & Roeser, R. W. (2021). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 31(1), 7–24. https://doi.org/10.1111/jora.12528
Hattie, J. (2020). Visible learning: Feedback. Routledge.
Lerner, R. M., Johnson, S. K., & Buckingham, M. H. (2020). Positive youth development: Theory, research, and applications. In R. M. Lerner & W. F. Overton (Eds.), Handbook of child psychology and developmental science (7th ed.). Wiley.
Lickona, T., & Davidson, M. (2021). Smart & good high schools: Integrating excellence and ethics. Center for the 4th and 5th Rs.
Meiarni, I. (2025). peningkatan keterampilan berbicara siswa melalui berbagai strategi pembelajaran. Jurnal Pemikiran Pendidikan dan Keguruan, 1(1), 56-63. https://doi.org/10.59966/kfqq9668
Muriana, L. M., & Baranauskas, M. C. C. (2025). Analyzing the Technological Influence on Self-esteem: A Systematic Literature Review under the Socially-Aware Design Perspective. Journal of the Brazilian Computer Society, 31(1), 271-293. https://doi.org/10.5753/jbcs.2025.3443
Nurdian, N., Sauri, M. S., & Fani, A. (2025). Strategi Guru Mengelola Kelas untuk Meningkatkan Disiplin dan Motivasi Belajar Siswa di Sekolah Dasar. DIDAKTIKA: Jurnal Pemikiran Pendidikan, 31(1), 38-45. https://doi.org/10.30587/didaktika.v31i1.9470
Orenstein, G. A., & Lewis, L. (2021). Erikson’s stages of psychosocial development. In StatPearls. StatPearls Publishing.
Patrick, H., Kaplan, A., & Ryan, A. M. (2021). Motivation in the classroom: Reciprocal effects of teacher motivation and student motivation across the school year. Journal of Educational Psychology, 113(2), 345–360. https://doi.org/10.1037/edu0000409
Santrock, J. W. (2020). Educational psychology (7th ed.). McGraw-Hill Education.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2020). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis. Child Development, 91(4), e1080–e1101. https://doi.org/10.1111/cdev.12864
Ulfa, F., Kustati, M., & Sepriyanti, N. (2025). Pemberian Penguatan Positif (Positif Reinforcement) Dalam Meningkatkan Motivasi Belajar Baca Tulis Anak. At-Tarbiyah: Jurnal Penelitian dan Pendidikan Agama Islam, 2(2), 566-573.
Unesco. (2021). Reimagining Our Futures Together: A New Social Contract For Education. Unesco Publishing.
Wahyudi, A., & Suryani, N. (2023). Implementasi pembelajaran sosial-emosional di sekolah dasar: Tantangan dan strategi guru. Jurnal Pendidikan Dasar Indonesia, 8(1), 22–35. https://doi.org/10.21831/jpdi.v8i1.54321
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Zhou, Q., Li, X., & Wong, T. K. (2020). The role of self-confidence in academic achievement: A meta-analytic review. Educational Psychology Review, 32(4), 1033–1060. https://doi.org/10.1007/s10648-020-09526-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rosmalah Yanti, Hartono Hartono, Fathur Rokhman, Wagiran Wagiran
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with CJPE agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
