IMPLEMENTATION OF INNOVATIVE LEARNING MODELS IN REALIZED ACTIVE AND MEANINGFUL LEARNING IN CITIZENSHIP EDUCATION SUBJECTS IN ELEMENTARY SCHOOL

Abstract

This study aims to analyze the implementation of innovative learning models, namely Discovery Learning, Student Teams Achievement Division (STAD), and Problem-Based Learning (PBL), in creating active and meaningful Civic Education (PKn) learning at the elementary school level. The research employed a qualitative descriptive approach using mini-research methods through interviews, observations, and documentation. The findings reveal that the three learning models share a student-centered orientation but differ in their instructional focus. Discovery Learning emphasizes independent concept discovery, STAD promotes collaboration and individual responsibility through heterogeneous group activities, while PBL encourages critical thinking and problem-solving through real-life issues. The implementation of these models positively affected students’ participation and learning outcomes. Students became more active in asking questions, expressing opinions, engaging in discussions, collaborating with peers, and demonstrating improved critical thinking and communication skills. However, several challenges were identified, including limited instructional time, differences in students’ abilities, inadequate learning facilities, and classroom management issues. Therefore, teachers are required to apply supportive strategies such as effective classroom management, varied instructional methods, and clear role assignments. In conclusion, the implementation of Discovery Learning, STAD, and PBL contributes significantly to creating active, interactive, and meaningful learning experiences in Civic Education, while also enhancing students’ engagement, confidence, and overall learning achievement