Explain to Gain Confidence: Student Facilitator and Explaining in Fifth-Grade Pancasila Education

Abstract

Many fifth-grade students at SDN Kapuk 15 Pagi were reluctant to give opinions, ask questions, or speak in front of the class in Pancasila Education, and 14 of 27 students (51.8%) lacked self-confidence at the start. This classroom action research tested whether the Student Facilitator and Explaining model, in which students explain material back to their peers, could improve self-confidence. Following the Kemmis and McTaggart model, the study ran three cycles of three meetings each with 27 students of class V-A in the 2024/2025 academic year. Data came from an expert-validated self-confidence questionnaire, teacher and student observation sheets, field notes, and documentation. The reported self-confidence achievement rose from 49.6% in Cycle I to 65.7% in Cycle II and 81.8% in Cycle III, passing the 80% target. The share of students in the high or very high categories rose from 40.7% (11 students) to 62.9% (17) and 92.6% (25). Teacher activity rose from 62.5% to 97.5% and student activity from 52.5% to 92.5% across the nine meetings. With one class, no control group, and a teacher who also gained experience across cycles, the gains are consistent with, but do not prove, an effect of the model. The model is a promising way to give students low-risk practice in speaking and should be tested with comparison groups.