The purpose of this research is to find out significant differences in the social problem-solving skills between classes that apply the Value Clarification Technique (VCT), Problem Based Learning (PBL) model, and the class that applies the direct learning model. The research population included all fifth-grade students in Cilacap Regency public elementary schools. This research employed a cluster random sampling technique. An experimental method with a 3x3 factorial design was used. The data analysis used two-way ANOVA test with SPSS 21. The results showed that (1) there were differences in the effectiveness of the use of VCT, PBL and direct learning models on the social problem solving skills (FA = 7.176, p = 0.01 < 0.05), (2) there was no difference in the effectiveness between high, moderate and low emotional intelligence on the students' social problem solving skills (FB = 0.35, p = 0.966 > 0.05), and (3) there was no interaction of the effect between the use of VCT, PBL, and the high, medium and low emotional intelligence categories on the students' social problem solving skills (FAB = 0.619, p = 0.649 > 0.05).
Key words: Elementary school student, emotional intelligence, learning model, social problem-solving skill
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