Using Problem Tree-Assisted Small-Group Facilitation to Promote Collaborative Decision-Making Skills among Elementary Students

Abstract

This study addresses challenges in Civic Education learning, particularly in the topic of classroom deliberation among fifth-grade students at Yaminas Islamic Elementary School, Noling. Ten students were identified as struggling, showing difficulty managing emotions when encountering differing opinions. They often displayed negative facial expressions and rejected opposing ideas with various arguments. Additionally, classroom discussions were dominated by a few students, hindering effective group deliberation. To address this, Classroom Action Research (CAR) was conducted using small-group mentoring supported by the “problem tree” method. The intervention was carried out in two cycles, each involving planning, implementation, observation, and reflection. In Cycle I, the theme was "Flood Issues and Solutions," focusing on waste as the root cause. Cycle II focused on “Effective and Healthy Waste Management,” identifying flooding as the main issue. Discussions were conducted in small groups, large groups, and full-class formats. Results showed significant improvement in students’ deliberation skills. The average score increased from 23 in Cycle I to 32 in Cycle II, indicating notable progress. The intervention successfully enhanced student participation, emotional regulation, and balanced idea-sharing during discussions. This method proved effective in fostering civic engagement skills in young learners through structured, reflective group activities.