Building Social Skills through Social Problem Solving Oriented Learning Construction

Abstract

This research is based on the practice of social environment-based learning inspired by a school program titled, The Community Environment Introduction Program (PLM) carried out by SMAIT Al Irsyad Al Islamiyyah Purwokerto. The program has been for quite a long time, almost 13 years. The program features activities such as house renovations and teaching practices, mirroring the real-world learning concept of Work-Integrated Learning (Kuliah Kerja Nyata - KKN) common in universities. A preliminary study identified underutilization of social and community environments as a medium or source of learning. Educators remain confined to conventional teaching settings, transforming the classroom into the sole space for expression and knowledge transmission. While students may experience improvements in information and knowledge, critical aspects like questioning, responding, conveying ideas, collaborating, expressing empathy, and more are often neglected. However, these aspects significantly shape the future roles and existence of students. The research aims to construct a participative learning model based on the Community Environment Introduction Program to enhance social skills. The research methodology employed a research and development approach, utilizing a quasi-experimental design known as The Matching–Only Pretest-Posttest Control Group Design. Data collection techniques employed school document analysis, interviews, and social skills tests based on the instrument framework by Ronald E Riggio. The instrument comprised six aspects: emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity, and social control. Data analysis involved qualitative descriptive analysis, descriptive statistics, and comparative tests. The findings reveal the development of the Participative Learning Model Based on the Community Environment Introduction Program (MP2BP2LM), validated by experts and facilitators, proving its effectiveness in enhancing students' social skills. Hypothesis testing also confirmed a significant improvement in all six social skills competencies: emotional expressivity, sensitivity, and control, as well as social expressivity, sensitivity, and control.