Efektivitas Model Pembelajaran Ider-Ider Dalam Memperkuat Sikap Asertif Siswa Kelas II Sekolah Dasar

The Effectiveness Of The Ider-Ider Learning Model In Strengthening Assertive Behavior Among Grade 2 Elementary School Students

Permasalahan dalam pembelajaran di sekolah dasar masih didominasi oleh model konvensional yang kurang memberi ruang bagi siswa untuk berpartisipasi aktif dan mengembangkan sikap asertif.  Penelitian ini bertujuan menguji efektivitas Model Pembelajaran Ider-Ider dalam memperkuat sikap asertif siswa kelas II Sekolah Dasar. Metode penelitian menerapkan kuasi-eksperimen dengan desain nonequivalent control group design, melibatkan dua kelas (29 siswa tiap kelas) yang dipilih secara purposive sampling. Kelompok eksperimen diajar dengan Model Pembelajaran Ider-Ider, sementara kelompok kontrol menggunakan Model Pembelajaran Konvensional. Data diperoleh melalui pre-post test asertivitas serta dianalisis secara statistik. Hasil N-Gain memperlihatkan peningkatan signifikan pada kelompok eksperimen (0,4367 – kategori sedang), sementara kelompok kontrol hanya mencapai 0,1411 (kategori rendah). Temuan ini membuktikan bahwa model pembelajaran ider-ider efektif dalam mengembangkan sikap asertif siswa, sekaligus menegaskan pentingnya pendekatan partisipatif berbasis kearifan lokal untuk penguatan karakter sosial-emosional di tingkat pendidikan dasar.

Kata Kunci : Model Pembelajaran Ider-Ider, Sikap Asertif, Siswa Sekolah Dasar

Problems in elementary school learning are still predominantly characterized by conventional teaching models that provide limited opportunities for students to actively participate and develop assertive behavior. This study aims to examine the effectiveness of the Ider-Ider Learning Model in strengthening assertiveness among second-grade elementary school students. The research employed a quasi-experimental method with a nonequivalent control group design, involving two classes (each consisting of 29 students) selected through purposive sampling. The experimental group was taught using the Ider-Ider Learning Model, while the control group received instruction through conventional teaching methods. Data were collected through pre- and post-tests on assertiveness and analyzed statistically. The N-Gain results indicated a significant improvement in the experimental group (0.4367 – moderate category), while the control group only reached 0.1411 (low category). These findings demonstrate that the Ider-Ider Learning Model is effective in fostering students’ assertiveness and highlight the importance of participatory approaches grounded in local wisdom for enhancing socio-emotional character development at the elementary education level.

Keywords: Ider-Ider Learning Model, Assertive Attitude, Elementary School Students