Read-Aloud Moral Stories As A Meaningful Learning Strategy In Developing Empathy In Students Of State Elementary School 036 Ujungberung

Abstrak

This research is based on the diminishing sense of empathy and social care among primary school students which tend to make them do bully acts and cause them have insensible feeling to their surroundings. Even as the strong urge to teach (strengthening Character Education Penguatan Pendidikan Karakter/PPK) and the Pancasila Student Profile has been challenging teachers to increase efficiency of learning, there is a need to expand affective domain objectives. This research is intended to investigate how the read-aloud technique of moral stories in meaningful learning is carried out to improve student empathy at SDN 036 Ujungberung, Bandung City. The research design is based on a qualitative methodology. Data were collected via participant observation, semi-structured interviews, and document analysis. Analysis was conducted using the interactive model of Miles, Huberman and Saldana that encompasses a series of steps: data collection, data condensation, data display and conclusion drawing. The Transformative Social and Emotional Learning (T-SEL) framework, which focuses the importance of cultivating student empathy, through pillars of identity, agency, belonging, collaborative engagement and critical reasoning. The findings suggest that the read-aloud activity of moral stories offers the students chances of both perspective-taking and emotional mirroring. In learning, students can reflect on their own values and life experiences through mirroring with characters in the stories. These results are consistent with the hypothesis that read-aloud may enhance prosocial behaviour and the internalization of empathy values in elementary school children.