Penelitian
ini bertujuan untuk mengetahui dan menganalisis strategi sekolah melalui
penerapan ZPD (Zone of Proximal Development) dalam penguatan karakter
gotong royong peserta didik pada tema Berkebhinekaan Global di SDN Joglo 76
Surakarta. Fokus pada penelitian ini juga mengkaji peran dan kebutuhan sekolah
dalam pelaksanaan program Projek Penguatan Profil Pelajar Pancasila (P5). Melalui
metode kualitatif dengan pendekatan studi kasus, teknik pengumpulan data
dilakukan melalui wawancara terstruktur, observasi, dan dokumentasi. Wawancara
dengan pihak yang terlibat langsung dalam pelaksanaan P5 diantaranya wakil
kepala sekolah bidang kurikulum, tim fasilitator P5, dan peserta didik.
Observasi dilaksanakan dengan pengamatan implementasi P5 di SDN joglo 76
Surakarta. Melalui dokumentasi, analisis dokumen pendukung seperti hasil
belajar peserta didik, karya, modul P5, dan Permendikbudristek mengenai
kebijakan progran P5. Berbasis teknik purposive sampling, informan
penelitian ditentukan melalui indikator tertentu dan dianalisis dengan model
Miles, Huberman, dan Saldana. Hasil penelitian menunjukan (1) SDN Joglo 76
Surakarta menerapkan sistem blok dalam pelaksanaan P5 dengan strategi perencanaan,
pelaksanaan hingga evaluasi. Strategi kolaborasi turut dilakukan sekolah dengan
melibatkan wali peserta didik dan seluruh karyawan dalam implementasi P5.
Adanya ketergantungan dan peran rekan sebaya dalam peningkatan kognitif dan
karakter gotong royong diwujudkan melalui bantuan yang diberikan serta
kolaborasi dalam menyelesaikan projek yang disebut sebagai scaffolding. Sekolah
menggunakan strategi ZPD dengan melakukan penempatan kemampuan peserta didik
berdasarkan kompetensi pada zona tertentu. Pemetakan ZPD dilakukan mengacu pada
hasil belajar peserta didik yang didapatkan selama satu semester untuk
mengetahui zona kemampuan kognitif anak. (2) Kebutuhan dan peran guru, sekolah,
maupun peserta didik beragam berdasarkan tema yang dilaksanakan. Namun, hal
esensial dalam kebutuhan pelaksanaan projek adalah kolaborasi peran yang
berkesinambungan untuk menciptakan suasana belajar yang harmonis.
This
study aims to determine and analyze school strategies through the application
of ZPD (Zone of Proximal Development) in strengthening students' mutual
cooperation character on the theme of Global Diversity at SDN Joglo 76
Surakarta. The focus of this research also examines the role and needs of
schools in the implementation of the Pancasila Student Profile Strengthening
Project (P5) program. Through qualitative methods with a case study approach,
data collection techniques are carried out through structured interviews,
observation, and documentation. Interviews with those directly involved in the
implementation of P5 included the vice principal for curriculum, the P5
facilitator team, and students. Observation was carried out by observing the
implementation of P5 at SDN joglo 76 Surakarta. Through documentation,
supporting documents such as students' learning outcomes, works, P5 modules,
and Permendikbudristek regarding the P5 program policy were analyzed. Based on
purposive sampling technique, research informants were determined through
certain indicators and analyzed using the Miles, Huberman, and Saldana model.
The results showed (1) SDN Joglo 76 Surakarta implemented a block system in
implementing P5 with planning, implementation and evaluation strategies. The
collaboration strategy is also carried out by the school by involving the
guardians of students and all employees in the implementation of P5. The
existence of dependence and the role of peers in improving cognitive and mutual
cooperation character is realized through the assistance provided and
collaboration in completing projects referred to as scaffolding. Schools use
the ZPD strategy by placing learners' abilities based on competencies in
certain zones. ZPD mapping is carried out referring to the learning outcomes of
students obtained during one semester to determine the zone of children's
cognitive abilities. (2) The needs and roles of teachers, schools, and learners
vary based on the theme implemented. However, the essential thing in the project
implementation needs is the continuous collaboration of roles to create a
harmonious learning atmosphere.
