Pengaruh Pembelajaran Collaborative Learning Berbasis Peer Tutoring Terhadap Peningkatan Civic Knowledge Siswa

Abstract

The low level of students’ civic knowledge in Pancasila Education learning activities, particularly on the topic of National Identity and National Culture, is caused by learning conditions that remain passive and provide limited encouragement for students’ involvement in collaborative activities. This study aims to examine the effect of implementing Collaborative Learning based on Peer Tutoring on improving students’ civic knowledge at SMP Negeri 1 Gayam. The research employed a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design. The research subjects consisted of 52 eighth-grade students divided into an experimental class and a control class selected through purposive sampling. Data were collected through questionnaires, tests, and documentation. Data analysis included validity, reliability, homogeneity, and hypothesis testing. The results showed that the implementation of Collaborative Learning based on Peer Tutoring had a positive effect on improving students’ civic knowledge. Students became more active in discussions, were able to collaborate effectively, and demonstrated better understanding of Pancasila Education material, particularly national identity and national culture. Therefore, this learning model is considered effective in improving students’ civic knowledge.