PEMBELAJARAN PROBLEM-BASED LEARNING DALAM MENUMBUHKAN MORAL DAN EMPATI PESERTA DIDIK
Abstract
This study aims to philosophically analyze Problem-Based Learning in fostering students’ morality and empathy in elementary schools. The study employed a qualitative approach using a library research design. Data were collected through documentation techniques from various relevant primary and secondary literature sources, including the thoughts of educational philosophers, academic books, and previous studies related to Problem-Based Learning, morality, and empathy. Data analysis was conducted using content analysis combined with philosophical interpretation through the stages of data reduction, data presentation, and systematic conclusion drawing.The findings indicate that ontologically, Problem-Based Learning views students as active subjects who construct their knowledge through direct experiences and social interaction. Epistemologically, knowledge in Problem-Based Learning is constructed through contextual, critical, and reflective problem-solving processes. Furthermore, axiologically, Problem-Based Learning possesses values that contribute to students’ character formation, particularly in developing morality through value-based decision-making and fostering empathy through collaboration and group discussions.Therefore, Problem-Based Learning has a strong philosophical foundation in supporting humanistic, contextual, and meaningful learning for elementary school students.
References
Arends, R. I. (2012). Learning to teach. McGraw-Hill.
Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486.
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer.
Dewey, J. (1938). Experience and education. Macmillan.
Eggen, P., & Kauchak, D. (2012). Strategies and models for teachers: Teaching content and thinking skills. Pearson.
Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. University of Illinois.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge University Press.
Jacobus, A., & Geor, M. (2024). Holistic education in primary schools: A conceptual review. Journal of Educational Studies, 12(1), 15–25.
Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.
Kohlberg, L. (1981). Essays on moral development: Vol. 1. The philosophy of moral development. Harper & Row.
Kohlberg, L. (1984). The psychology of moral development. Harper & Row.
Lickona, T. (2013). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Muhammad, A. (2020). Implementasi pendidikan karakter dalam pembelajaran di sekolah dasar. Jurnal Pendidikan Dasar, 5(2), 123–130.
Narvaez, D., & Lapsley, D. K. (2009). Moral identity, moral functioning, and the development of moral character. Educational Psychology Review, 21(3), 255–273. https://doi.org/10.1007/s10648-009-9115-1
Piaget, J. (1965). The moral judgment of the child. Free Press.
Saputri, R. (2022). Tantangan penerapan pembelajaran humanistik di sekolah dasar. Jurnal Ilmu Pendidikan, 7(1), 45–52.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002
Slavin, R. E. (2018). Educational psychology: Theory and practice. Pearson Education.
Tan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st century. Thomson Learning.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Widodo, A. (2017). Pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir kritis siswa sekolah dasar. Jurnal Pendidikan Dasar, 8(2), 123–134.
Yulianti, D. (2019). Pengaruh model problem-based learning terhadap kemampuan empati siswa. Jurnal Pendidikan Karakter, 9(1), 45–54.
