Differences in Social Sensitivity Between Male and Female Students in IPAS Learning Using the Moral Dilemma Model Assisted by Interactive Animation and Expository Learning

Abstract

This study aims to analyze the differences in social sensitivity of elementary school students who learn using the interactive animation-assisted Moral Dilemma model and the expository model, analyze the differences in social sensitivity based on gender, and examine the differences in social sensitivity between male and female students in each learning model. The study uses an experimental method with a 2x2 treatment by level design. The research sample consists of fourth-grade elementary school students divided into an experimental group and a control group. Data were collected using a social sensitivity questionnaire instrument that has met the requirements of validity and reliability. Data analysis was carried out using two-way ANOVA and continued with the Tukey post hoc test. The results of the study show that students who learn using the interactive animation-assisted Moral Dilemma model have higher social sensitivity compared to students who learn using the expository model. In addition, there is a difference in social sensitivity between female students and male students. In the group that learns using the interactive animation-assisted Moral Dilemma model, a difference in social sensitivity was found between female and male students. Likewise, in the group that learns using the expository model, there is a difference in social sensitivity between female and male students. The conclusion of the study shows that the interactive animation-assisted Moral Dilemma model is an effective learning alternative to develop the social sensitivity of elementary school students. Teachers are advised to integrate moral dilemma-based learning and interactive media in IPAS learning to support the strengthening of students' social competencies.