Strategi penguatan karakter gotong royong peserta didik dalam tema Berkebhinekaan Global melalui teori ZPD Vygotsky di SDN Joglo 76 Surakarta

Penulis Utama : Widya Al Karimah
NIM / NIP : K8421066
× <h1><a name="_Toc195558171"><span lang="IN">ABSTRAK</span></a><span lang="IN"><o></o></span></h1><p class="MsoNormal" xss=removed><b><span lang="IN" xss=removed> </span></b></p><p class="MsoNormal" xss=removed><span lang="IN" xss=removed>Widya Al Karimah. K8421066. Pembimbing I:  Dr. Siany Indria Liestyasari, S.Ant., M.Hum. <b>STRATEGI PENGUATAN KARAKTER GOTONG ROYONG PESERTA DIDIK DALAM TEMA BERKEBHINEKAAN GLOBAL MELALUI TEORI ZPD VYGOTSKY DI SDN JOGLO 76 SURAKARTA. </b> Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta, April 2025.<b><o></o></b></span></p><p> </p><p class="MsoNormal" xss=removed><span lang="IN" xss=removed>Penelitian ini bertujuan untuk mengetahui dan menganalisis strategi sekolah melalui penerapan ZPD <i>(Zone of Proximal Development)</i> 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 <i>purposive sampling, </i>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 <i>scaffolding</i>. 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.<br></span></p><p class="MsoNormal" align="center" xss=removed><i><b><span lang="IN" xss=removed>ABSTRACT</span></b><span lang="IN" xss=removed><o></o></span></i></p><p class="MsoNormal" xss=removed><span lang="IN" xss=removed><i>Widya Al Karimah. K8421066. Advisor I: Dr. Siany Indria Liestyasari, S.Ant., M.Hum. <b>THE STRATEGY OF STRENGTHENING THE GOTONG ROYONG CHARACTER OF STUDENTS IN THE THEME OF GLOBAL DIVERSITY THROUGH VYGOTSKY'S ZPD THEORY AT JOGLO 76 SDN SURAKARTA.</b>  Thesis, Surakarta: Faculty of Teacher Training and Education, Sebelas Maret University Surakarta, April 2025.<o></o></i></span></p><p class="MsoNormal" xss=removed><span lang="IN" xss=removed><i>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. </i><o></o></span></p><p class="MsoNormal" xss=removed><span lang="IN" xss=removed>  <o></o></span></p>