Diorama-Based Learning Boosts Religious Moderation: A Grade-3 PPKn Pretest–Posttest Study
DOI:
https://doi.org/10.64538/pathalogy.v1i2.153Keywords:
attitudes toward diversity; , Citizenship Education (PPKn); , diorama based learning; , elementary education; , experiential learning; , multicultural education; , religious moderation.Abstract
This study evaluated the effectiveness of diorama‐based instruction for strengthening third‑grade students’ knowledge and attitudes toward religious moderation within Citizenship Education (PPKn). Using a quasi‑experimental one‑group pretest–posttest design, 28 students from SD Negeri 1 Pokoh Kidul completed a knowledge test (5 multiple‑choice, 5 essay) and a Likert‑type attitude questionnaire before and after a single experiential lesson centered on a diorama of diverse houses of worship. Pretest performance indicated misconceptions about religious diversity. Post‑intervention, scores increased markedly from M=42.14 (SD=13.15) to M=92.50 (SD=7.52), yielding a mean gain of 50.36 points (95% CI [44.07, 56.64]). Because posttest scores were non‑normally distributed, the Wilcoxon Signed Ranks Test served as the primary analysis (Z=−4.64, p<.001, |r|=0.88), with a supplementary paired‑samples t‑test corroborating the result (t(27)=−16.44, p<.001, d_z≈3.11). Attitudinal responses indicated enhanced empathy, reduced stereotyping, and greater willingness to engage respectfully across religious differences. These findings position dioramas as a low‑cost, high‑impact medium for values‑based learning in multicultural primary classrooms, translating abstract socio‑cultural concepts into tangible experiences that support both cognitive and affective growth. Limitations include the absence of a control group and the single‑site context; future multi‑site, controlled, and longitudinal studies are recommended to examine durability and generalizability of effects
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