Strategi Pemahaman Isu Sosial Melalui Tahapan Empathize dan Define Berbasis Design Thinking dalam Pembelajaran PPKn Siswa Kelas X

Wanda Fahira : Media Jurnal , Afranisha Afranisha : Universitas Labuhanbatu , Ade Pranata Ginting : Universitas Labuhanbatu , Nurlina Ariani Harahap : Universitas Labuhanbatu
Submitted: 21-06-2026 || Accepted: 22-06-2026 || Published: 22-06-2026

Abstract


Abstract: This research aims to map the growth mindset of senior high school students when they face incomplete grades or academic failure in the Pancasila and Citizenship Education (PPKn) subject. Using a qualitative method with a phenomenological design, data were collected through in-depth interviews and a review of self-reflection documents from 20 students spread across grades 10 to 12. The results of the phenomenological analysis succeeded in formulating three main categories, namely: forms of meaning towards failure, variations in types of emotional reactions and causality patterns (attribution), and the manifestation of academic resilience in civic learning activities. The findings indicate that students who tend to have a growth mindset consider incompleteness as an indicator for improvement, not a limitation on their intellectual potential. This research suggests the need for reconstruction in the provision of feedback by teachers, the application of adaptive learning support (scaffolding), and the creation of a learning climate that accepts mistakes as part of the process of continuously developing citizen character.

Keywords: Design Thinking, Empathize, Define, PPKn, Social Issues

Abstrak: Penelitian ini bertujuan untuk menganalisis strategi pemahaman isu sosial melalui tahapan empathize dan define dalam kerangka design thinking pada pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) siswa kelas X. Pendekatan yang digunakan adalah kualitatif deskriptif untuk menggambarkan secara mendalam proses berpikir dan interaksi sosial siswa dalam memahami permasalahan sosial secara kontekstual. Data diperoleh dari diskusi kelompok, wawancara mendalam, jurnal refleksi siswa, serta dokumentasi pembelajaran yang dianalisis secara induktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa tahap empathize membantu siswa memahami isu sosial dari berbagai perspektif, sementara tahap define mendorong siswa merumuskan inti masalah secara lebih terarah dan kritis. Proses ini memperkuat kemampuan berpikir reflektif, empati sosial, dan pemahaman kontekstual siswa terhadap realitas masyarakat. Dengan demikian, penerapan design thinking dalam pembelajaran PPKn memberikan kontribusi signifikan terhadap pengembangan literasi sosial dan keterampilan kewarganegaraan peserta didik. Penelitian ini merekomendasikan integrasi pendekatan design thinking dalam pembelajaran PPKn untuk meningkatkan kualitas pembelajaran yang lebih bermakna dan partisipatif.

Kata Kunci: Design Thinking, Empathize, Define, PPKn, Isu Sosial


Keywords


Design Thinking, Empathize, Define, Pembelajaran PPKn, Isu Sosial, Berpikir Kritis

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