Implementation of the Structured Debate Learning Model to Improve Learning Outcomes in Pancasila Education on the Topic of "the Territory of the Unitary State of the Republic of Indonesia" at UPT SMP Negeri 3 Semanding

Abstract

Low initial learning mastery highlighted the need for more active instruction in Pancasila Education at UPT SMP Negeri 3 Semanding. This study examined changes in learning outcomes following the implementation of structured debate on the territory of the Unitary State of the Republic of Indonesia (NKRI), with students divided into affirmative and opposing groups. A mixed-methods classroom action research design was conducted over two cycles involving 26 seventh-grade students in Class VII-C. Data were collected through observations, questionnaires/tests, and interviews and analyzed descriptively using quantitative and qualitative techniques. At baseline, two students (8%) met the minimum mastery criterion (KKM = 70), and the class mean score was 55. In Cycle I, mastery increased to 16 students (62%), with a mean score of 71. In Cycle II, mastery remained at 16 students (62%), while the mean score was 69. Qualitative findings indicated a progression from basic conceptual understanding toward analysis involving higher-order thinking skills, accompanied by greater self-confidence and stronger argumentation skills. These findings indicate that mastery gains relative to baseline were maintained across the two cycles, alongside qualitative improvements in students’ thinking and participation. The study provides contextual evidence for constructivist, debate-based civic pedagogy and practical insights for teachers seeking to strengthen analytical thinking, confidence, and argumentation through structured classroom debate.