Pengembangan Sikap Kesetiakawanan Sosial Peserta Didik Oleh Guru PPKn di SMA Negeri 22 Surabaya

Development Of Student Social Loyalty Attitude By PPKn Teachers At SMA Negeri 22 Surabaya

Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan sikap kesetiakawanan sosial peserta didik oleh guru PPKn di SMA Negeri 22 Surabaya melalui kegiatan berbagi dan makan bersama. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif kualitatif. Teori yang digunakan adalah teori perkembangan moral oleh Thomas Lickona dalam menjawab rumusan masalah.  Pengumpulan data dalam penelitian ini menggunakan teknik wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa pengembangan sikap kesetiakawanan sosial peserta didik oleh guru PPKn dilakukan dengan melaksanakan kegiatan berbagi dan makan bersama yang  didalamnya memuat proses moral knowing (pengembangan moral) yaitu peserta didik paham manfaat dari apa yang diperintahkan. Moral feeling (perasaan moral) dengan adanya kegiatan tersebut peserta didik memiliki kesadaran moral berupa nurani, empati, mencintai kebenaran, kontrol diri, dan rendah hati. dan Moral action (tindakan moral) yaitu peserta didik memiliki kebiasaan baik berupa sering memberi bantuan walaupun sedikit, dan memiliki tanggung jawab atas apa yang dilakukan berupa membawa makanan sesuai perintah dari guru. Dalam pelaksanaannya, kegiatan tersebut memiliki hambatan berupa berbagai kritikan dari guru-guru lain dan peserta didik, mereka  mengasumsikan kegiatan berbagi dan makan bersama bertolak belakang dengan  materi yang diajarkan dan peserta didik banyak yang merasa keberatan. Oleh karena itu kegiatan berbagi dan makan bersama dihentikan sampai saat ini, dan diganti dengan kegiatan yang sesuai dengan materi yang diajarkan.

Kata Kunci: pengembangan, kesetiakawanan sosial, sikap

His study aims to describe the process of developing students' social solidarity attitudes by Civics teachers at SMA Negeri 22 Surabaya through sharing and eating together. This study uses a qualitative approach with a qualitative descriptive design. The theory used is the theory of moral development by Thomas Lickona in answering the problem formulation. Collecting data in this study using interview techniques, observation, and documentation. The results showed that the development of social solidarity among students by Civics teachers was carried out by carrying out sharing and eating activities which included a process of moral knowing (moral development), namely students understood the benefits of what was ordered. Moral feeling (moral feelings) with this activity students have moral awareness in the form of conscience, empathy, loving the truth, self-control, and humility. and Moral action, that is, students have good habits in the form of often providing assistance, even if a little, and have responsibility for what is done in the form of bringing food according to orders from the teacher. In its implementation, this activity had obstacles in the form of various criticisms from other teachers and students, they assumed that sharing and eating together was contrary to the material being taught and many students objected. Therefore sharing and eating together activities were stopped until now, and replaced with activities that are in accordance with the material being taught.

Keywords: development, social solidarity, attitude