Peran Pembelajaran PKn Dalam Membentuk Kesadaran Sosial Sejak Dini Pada Siswa Sekolah Dasar

Abstract

Elementary Civic Education (PKn) remains memorization-oriented, limiting its impact on students' social behavior. This study analyzes PKn's role in fostering social awareness and identifies supporting and inhibiting factors. A qualitative case study was conducted at three schools in Bali (SD Negeri 17 Dauh Puri, SD Negeri 1 Sibang, SD Negeri 2 Kerambitan). Eighteen informants (3 teachers, 12 grades IV-VI students, 3 principals) were selected through purposive sampling. Data were collected via participatory observation, in-depth interviews, and documentation, then analyzed using data reduction, display, and thematic conclusion. Findings indicate that participatory, contextual, and experience-based PKn learning effectively instills discipline, responsibility, tolerance, mutual cooperation, and social concern. The main contribution is the Tripartite Social Capital Model, integrating cognitive, participatory, and affective-cultural social capital as a pedagogical framework. The novelty lies in combining CTL, procedural democracy, and school culture into one unified framework, unlike previous studies that addressed them separately. This model enriches character education through habituation and experiential learning while supporting the Profil Pelajar Pancasila (mutual cooperation, global diversity, independence). Key supporting factors include teachers as role models, active methods, supportive school culture, and parental involvement. Inhibiting factors include negative digital media influence, memorization-based learning, inconsistent home values, and limited media. PKn effectiveness requires adaptive, collaborative, and sustainable approaches through synergy among schools, families, and the social environment.