PRAKTIK PEMBELAJARAN JOYFUL LEARNING PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI SMAS MUHAMMADIYAH 8 GRESIK
DOI:
https://doi.org/10.34125/jmp.v11i4.3280Keywords:
joyful learning student engagement Pancasila Education humanistic theoryAbstract
Pancasila Education requires an enjoyable classroom atmosphere to promote active student engagement. However, conventional, teacher-centered instruction can make students passive and bored, highlighting the need for meaningful, emotionally supportive, and cognitively engaging joyful learning. This study aims to describe joyful learning practices and student engagement in Pancasila Education at SMAS Muhammadiyah 8 Gresik. A qualitative case study was conducted through observations, interviews, and documentation involving two Pancasila Education teachers and five Grade XII-3 students across three meetings. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data reduction, data display, and conclusion drawing and verification, supported by source and technique triangulation. The findings show that joyful learning was implemented through digital media, including Smart TV, Wordwall, and Zep Quiz, the integration of current social phenomena into learning materials, and group discussions and presentations. These practices fostered behavioral, emotional, and cognitive engagement, although introverted and less confident students required differentiated strategies. The study concludes that joyful learning depends not only on enjoyable methods but also on teachers’ ability to create psychologically safe, socially supportive, and adaptive learning environments.
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