Pemahaman dan implementasi norma siswa Kelas V sekolah dasar pada Pendidikan Pancasila: Studi kualitatif

Abstract

This study aims to analyze the conceptual understanding of fifth-grade elementary school students regarding social norms and to describe how that understanding is translated into their daily behavior within the Pendidikan Pancasila subject under the Merdeka Curriculum, as well as to identify the factors that support and hinder its implementation. This research employed a descriptive qualitative approach. Data were collected through participatory observation, in-depth interviews, and document analysis involving fifth-grade students, the Pendidikan Pancasila/homeroom teacher, and parent representatives. Data validity was established through source and technique triangulation, and data were analyzed using the interactive model of Miles, Huberman, and Saldãna, comprising data condensation, data display, and conclusion drawing/verification. Students generally understand religious and courtesy norms in concrete, practice-based terms, whereas their grasp of moral (kesusilaan) and legal (hukum) norms remains more abstract. Implementation is most consistent in habitual school routines such as the 5S culture (smile, greet, be polite), religious activities, and rule compliance, but becomes less consistent at home and in unsupervised situations, particularly regarding honesty. Teacher and parental role modelling emerged as the main supporting factor, while unsupervised gadget and social media use together with peer pressure were identified as the main inhibiting factors.

Abstrak

Penelitian ini bertujuan untuk menganalisis pemahaman konseptual siswa kelas V sekolah dasar terhadap norma serta mendeskripsikan bentuk implementasinya dalam kehidupan sehari-hari pada mata pelajaran Pendidikan Pancasila Kurikulum Merdeka, sekaligus mengidentifikasi faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumen terhadap siswa kelas V, guru Pendidikan Pancasila/wali kelas, dan perwakilan orang tua/wali murid. Keabsahan data diperiksa melalui triangulasi sumber dan teknik, sedangkan analisis data mengacu pada model interaktif Miles, Huberman, dan Saldana yang meliputi kondensasi data, penyajian data, serta penarikan simpulan/verifikasi. Siswa pada umumnya memahami norma agama dan norma kesopanan secara konkret dan berbasis praktik, sedangkan pemahaman terhadap norma kesusilaan dan norma hukum masih bersifat abstrak. Implementasi norma paling konsisten tampak pada pembiasaan rutin di sekolah, seperti budaya 5S, kegiatan keagamaan, dan kepatuhan terhadap tata tertib, namun konsistensi ini menurun ketika siswa berada di rumah atau tidak dalam pengawasan, terutama pada aspek kejujuran. Keteladanan guru dan orang tua menjadi faktor pendukung utama, sedangkan penggunaan gawai dan media sosial tanpa pengawasan serta tekanan teman sebaya menjadi faktor penghambat utama.