IMPLEMENTASI MODEL RESOLUSI KONFLIK PADA PEMBELAJARAN IPS UNTUK MENINGKATKAN KETERAMPILAN RESOLUSI KONFLIK SISWA KELAS V SD
DOI:
https://doi.org/10.51878/educational.v6i3.10396Keywords:
Model Resolusi Konflik, Pembelajaran IPS, Keterampilan Resolusi Konflik, Sekolah DasarAbstract
Social character development and conflict resolution skills from an early age are critical for addressing disputes in elementary schools. Fifth-grade students at SD Kristen Naku showed difficulties resolving conflicts constructively, necessitating structured interventions. This study aimed to examine the implementation of a conflict resolution model in Social Studies to enhance conflict resolution skills among fifth-grade students at SD Kristen Naku, Ambon City. A mixed methods approach with a sequential explanatory design was employed. The sample consisted of 12 students selected through saturated sampling. Data were collected via pretest and posttest questionnaires, observation sheets, and documentation. Quantitative analysis applied Shapiro-Wilk normality testing, paired sample t-test, and N-Gain calculation using SPSS 27, while qualitative data were analyzed through reduction, display, and conclusion drawing. The paired sample t-test revealed a significance value of 0.000, below 0.05, indicating a significant difference between pretest and posttest scores. The N-Gain score of 0.68 indicated moderate improvement. Qualitative findings confirmed the model was systematically implemented across five stages: introduction, conflict recognition, fact-gathering, negotiation, and conflict resolution. In conclusion, the conflict resolution model effectively improved students' communication, emotional regulation, negotiation, problem-solving, and respect for differing perspectives.
ABSTRAK
Pendidikan karakter dan keterampilan sosial sejak dini sangat penting dalam menghadapi konflik yang kerap terjadi di sekolah dasar. Siswa kelas V SD Kristen Naku menunjukkan kesulitan menyelesaikan konflik secara konstruktif, sehingga diperlukan intervensi pembelajaran yang terstruktur. Penelitian ini bertujuan mengkaji implementasi model resolusi konflik pada pembelajaran IPS dalam upaya meningkatkan keterampilan resolusi konflik siswa kelas V SD Kristen Naku, Kota Ambon. Metode yang digunakan adalah mixed methods dengan sequential explanatory design, menggabungkan pendekatan kuantitatif dan kualitatif secara terintegrasi. Sampel penelitian berjumlah 12 siswa menggunakan teknik saturated sampling. Instrumen pengumpulan data meliputi angket pretest dan posttest, lembar observasi, serta dokumentasi. Analisis kuantitatif menggunakan uji Shapiro-Wilk, paired sample t-test, dan N-Gain melalui SPSS 27, sedangkan data kualitatif dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil paired sample t-test menunjukkan nilai signifikansi 0,000 lebih kecil dari 0,05, yang berarti terdapat perbedaan signifikan antara skor pretest dan posttest. Uji N-Gain menghasilkan nilai 0,68 dalam kategori peningkatan sedang. Secara kualitatif, implementasi model berlangsung sistematis melalui lima tahapan yakni pendahuluan, pengenalan konflik, pengumpulan fakta, negosiasi, dan resolusi konflik. Kesimpulannya, model resolusi konflik terbukti efektif meningkatkan keterampilan komunikasi, pengelolaan emosi, negosiasi, pemecahan masalah, dan penghargaan terhadap perbedaan pendapat siswa.
Downloads
References
Ay, ?. Ç., Keskin, H. K., & Akilli, M. (2019). Examining the effects of negotiation and peer mediation on students’ conflict resolution and problem-solving skills. International Journal of Instruction, 12(3), 717–730. https://doi.org/10.29333/iji.2019.12343a
Bergin, C., Tsai, C. L., Prewett, S., Jones, E., Bergin, D. A., & Murphy, B. (2024). Effectiveness of a social-emotional learning program for both teachers and students. AERA Open, 10(1), 1–17. https://doi.org/10.1177/23328584241281284
Calp, ?. (2020). Peaceful and happy schools: How to build positive learning environments. International Electronic Journal of Elementary Education, 12(4), 311–320. https://doi.org/10.26822/iejee.2020459460
Cao, Y., Wang, H., Lv, Y., & Xie, D. (2023). The influence of children’s emotional comprehension on peer conflict resolution strategies. Frontiers in Psychology, 14, 1–8. https://doi.org/10.3389/fpsyg.2023.1142373
Damayanti, A., Faqih, N. F., & Mu’alimin. (2023). Implementasi model mediasi dalam pengelolaan konflik siswa di SMP Plus Darus Sholah Jember. Semantik: Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya, 1(4), 138–149. https://doi.org/10.61132/semantik.v1i4.96
Dewi, S. M., Suparman, T., DS, Y. N., Sa’diyah, T. L., & Fitri, A. (2023). A conflict resolution learning models using carton expression card media in developing conflict resolving skill in elementary school. MIMBAR PGSD Undiksha, 11(3), 419–427. https://doi.org/10.23887/jjpgsd.v11i3.65993
Istianti, T., Hanudin, M. M., Wahyuningsih, Y., Rustini, T., & Arifin, M. H. (2022). Penggunaan model resolusi untuk meningkatkan keterampilan pemecahan masalah pada pembelajaran IPS SD. Jurnal Cakrawala Pendas, 8(4), 1655–1667. https://doi.org/10.31949/jcp.v8i4.3378
Istianti, T., Maryani, E., Maftuh, B., Gunawan, A., Janah, W. N., & Nurkholiq, A. (2022). Conflict resolution education in building social skills of elementary school students. Harmoni Sosial: Jurnal Pendidikan IPS, 9(2). https://jurnal.uny.ac.id/index.php/hsjpi/article/view/54124
Kim, E. K., Allen, J. P., & Jimerson, S. R. (2024). Supporting student social emotional learning and development. School Psychology Review, 53(3), 201–207. https://doi.org/10.1080/2372966X.2024.2346443
Lešková, L., & Ilavská, L. H. (2023). Peer mediation as a means of eliminating conflict in the school environment. Journal of Education Culture and Society, 14(1), 161–184. https://doi.org/10.15503/jecs2023.1.161.184
McCoy, D. C., & Hanno, E. C. (2023). Systemic barriers and opportunities for implementing school-based social–emotional learning interventions in low-income and conflict-affected settings. Frontiers in Psychology, 14, 1–6. https://doi.org/10.3389/fpsyg.2023.1011039
Ndijuye, L. G. (2022). Developing conflict resolution skills among pre-primary children: Views and practices of naturalized refugee parents and teachers in Tanzania. Global Studies of Childhood, 12(2), 159–169. https://doi.org/10.1177/2043610619832895
Niman, E. M. (2025). Embedding local culture in social studies: Pathways to strengthen social-emotional learning in primary education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1655528
Nora, R., & Erlisnawati. (2023). Pengembangan keterampilan sosial siswa sekolah dasar melalui pembelajaran value clarification technique (VCT). Jurnal Pendidikan Tambusai, 7(2), 13142–13145.
Oktaviana, D., Rustini, T., Hidayah, N., & Wahyuningsih, Y. (2025). Penerapan model resolusi konflik berbantuan media kain perca untuk meningkatkan sikap menghargai karya orang lain. Educatio: Jurnal Ilmu Kependidikan, 20(1), 176–184. https://doi.org/10.29408/edc.v20i1.29652
Saidah, K., & Damariswara, R. (2024). Problems of social studies learning at elementary education level: What are the recommended solutions? Jurnal Pendidikan Dasar Nusantara, 10(1), 24–34. https://doi.org/10.29407/jpdn.v10i1.22487
Saleh, M. N. I., Hanum, F., & Rukiyati. (2025). Approaches to implementing peace education in high schools for nonviolent conflict resolution. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2553004
Saputra, E. E., & Achmad, I. A. (2023). Implementasi model portofolio dalam pembelajaran IPS. Journal of Education Sciences: Fondation & Application, 2(2), 174–188. https://doi.org/10.56959/jesfa.v2i2.73
Sudrajat, D., Ilfiandra, & Saripah, I. (2017). Model konseling resolusi konflik berlatar bimbingan komprehensif untuk mengembangkan kompetensi hidup damai dan harmoni siswa SMK. PEDAGOGIA: Jurnal Ilmu Pendidikan, 13(3), 140. https://doi.org/10.17509/pedagogia.v13i3.6000
Suprapto, W., Maftuh, B., Sjamsuddin, H., & Malihah, E. (2021). Pengembangan desain awal model resolusi konflik dalam pembelajaran IPS / Early design development of conflict resolution models in social studies learning. J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial), 7(2), 133–148. https://doi.org/10.18860/jpips.v7i2.11903
Törmänen, T., Saqr, M., López-Pernas, S., Mänty, K., Suoraniemi, J., Heikkala, N., & Järvenoja, H. (2025). Emotional dynamics and regulation in collaborative learning. Learning and Instruction, 100. https://doi.org/10.1016/j.learninstruc.2025.102188
Vinokur, E., Yomtovian, A., Marom, M. S., Itzchakov, G., & Baron, L. (2024). Social-based learning and leadership in school: Conflict management training for holistic, relational conflict resolution. Frontiers in Social Psychology, 2. https://doi.org/10.3389/frsps.2024.1412968
Yumahendra, Z., & Maftuh, B. (2024). Improvement of conflict resolution among elementary school students. Journal of Education Action Research, 8(1), 110–116. https://doi.org/10.23887/jear.v8i1.76416
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
