JURNAL BASICEDU The Effect of the Value Clarification Technology Model on Elementary School Students' Learning Motivation in Social Studies Learning

Learning Abstract This research is based on the finding that every student has abilities and life values that they are not aware of regarding value education. This study aims to analyze learning planning in an effort to increase students' motivation and learning outcomes in social studies learning with the Value Clarification Technology method. The research design uses a quasi-experimental research model. The data collected is in the form of quantitative data through formative tests, analysis of observation sheets, and document analysis. The number of research subjects consisted of 60 students divided into two classes, namely the experimental class and the control class. This research was conducted in a public school located in the Ciwidey District, Bandung Regency. The results showed that the application of the VCT model could increase students' motivation and learning outcomes in social studies learning. This is because the Value Clarification Technology model of the Value Analysis Type can be focused on things that are considered important by the teacher so that these important things can be observed in their entirety. The conclusion in this study is that learning using the Value Clarification Technique model of Value Analysis in Social Studies learning can increase students' motivation and learning


INTRODUCTION
Social studies basically aim to prepare students as citizens who master the knowledge, skills, attitudes, and values that can be used as the ability to solve personal problems or social problems as well as the ability to make decisions and participate. in various social activities to become a good citizen (Sapriya, 2013).
Social studies education plays an important role in the effort to realize the goals of national education. This is because it develops the potential of students to become human beings who have a noble character, are healthy, knowledgeable, capable, creative, independent, and become good, democratic, and responsible citizens, as is the goal of social studies education. (Saputra, 2016). Therefore, social studies education must also prepare social competencies for students, Gunawan (2011: 22) argued that: a) About self-awareness; as a creature of God, existence, potential, and identity as a citizen of a cultured and dignified nation equal to other nations in the world (not lower than other countries), b) About thinking skills such as skills; critical thinking, digging information, processing information, making decisions, and solving problems, c) About academic skills about social sciences, such as the ability to understand facts, concepts, and generalizations about socio-cultural systems, the environment, economic behavior, and welfare, as well as about time and continuity of changes that occur in the world, d) Develop social skills, with the intention that in the future we will not only become objects of mastery of globalization. The social skills that students need to have are the skills to obtain information, communicate, self-control, cooperate, use numbers, solve problems, and make decisions. (Gunawan, 2011).
An urgent problem is to get the attention of the teachers. Some of the factors that cause the problem of low social studies learning outcomes include the background of the emergence of learning, types, and forms of learning, factors that influence the act of learning, transfer in learning so that it will determine success in the process of learning. (Nupiksani, 2015). In addition, other aspects are very important in the low social studies learning outcomes of students, namely, such as the individual maturity of students who are not enough, the family environment is not supportive, the school environment is not conducive, the community environment is not supportive, the lack of up-to-date learning methods. date and the lack of availability of learning tools/learning media (Daulay, 2018).
Learning is not oriented to the goals that should be achieved, so the competency and knowledge targets have not been realized at the end of each lesson, and cause student learning outcomes to below. Other factors that indirectly affect the quality of social studies learning outcomes and are a common cause of low social studies learning outcomes are: (1) social studies learning is theoretical apart from real-life students are only introduced to abstract concepts that are not directly related to experience 2) students passive learning is not allowed to find their concepts, think critically, discover and solve problems (Sofiasyari et al., 2020).
It is still found the use of conventional methods in the teaching and learning process in learning activities. The steps that need to be taken by the teacher are to develop learning methods that can overcome these problems. Social Studies Education As a part of education in general, it has an important role in improving the quality of education. In particular, social studies education plays a role in producing quality students, namely humans who think critically, creatively, logically, take the initiative in responding to existing social symptoms and problems.
It should be realized that, according to their level of development, elementary school students have not been able to fully understand the breadth and depth of social problems. But they can be introduced to these problems. Through social studies teaching they can gain knowledge, skills, attitudes, and sensitivity to face life with its challenges. Furthermore, they are expected to be able to act rationally in solving the social problems they face (Suprapto & Heri, 2015). Character education teaches habits of thinking and behavior that help individuals to live and work together as families, communities, and nations and assist them in making decisions. (Hendriana, 2014). From the description above, in general, social studies learning will involve students with the surrounding environment by developing awareness and sensitivity about social phenomena and problems for the future. The sensitivities that need to be improved in the 21st century include: (a) critical thinking and problem solving, (b) communication and collaboration, (c) creative and innovative, (d) information literacy, (e) media literacy, (f) ) flexibility and adaptation, (g) social interaction, (h) productive and leadership spirit. Therefore, students need to be prepared to recognize, understand, and be able to solve problems to improve their quality of life.
One way as a strategic step that needs to be taken by teachers to be able to create quality human resources is to use several methods and learning models. In this case, the appropriate learning method in overcoming these learning problems is by using the Value Clarification Technique (VCT) Learning method (Putra et al., 2014). This learning method departs from the premise of "getting better together" which emphasizes providing wider learning opportunities and a conducive atmosphere for students to acquire and develop knowledge, attitudes, values, and social skills that are beneficial to life in society.
Clarification of values or often called the values clarification technique can be interpreted as a learning technique to shape students in finding and determining a value that is considered good in dealing with a problem through the process of analyzing existing and embedded values in students (Sanjaya, 2010). Values clarification technique: "By value clarification we mean methodology or process by which we help a person to discover values through behavior, feelings, ideas and through important choices he has made and is continually in fact, acting upon in and through his life" (Simon & B, 1972). The statement emphasizes that the values clarification technique is a value clarification method in which students are not asked to memorize the values that have been selected but are assisted to find, select, analyze, develop, account for, take attitudes and practice the values of their own life. The VCT learning model provides more opportunities for students to explore a problem with their thoughts (Rahayudhi, 2013).
In learning using the Value Clarification Technique method, students not only learn and accept what is presented by the teacher in learning, but can also learn from other students, and at the same time have the opportunity to teach other students. Value Clarification Technique is a way of instilling and exploring/expressing certain values of the students themselves. Therefore, in the process VCT functions to: a) measure or find out the level of awareness of students about a value; b) fostering students' awareness of the values they have, both positive and negative, to be fostered towards improvement or correction; c) instilling a value in students through a rational way and accepted by students as their personal property (Wiradimadja, 2017).
In social studies subjects, learning is closely related to the affective domain. Therefore, it takes an effective learning strategy that is closely related to the value that is difficult to measure. Understanding effective learning strategies is a strategy that not only aims to achieve cognitive education but also aims to achieve other dimensions, namely attitudes and affective skills. (Amri & Ahmadi, 2010). One of the effective learning strategies in social studies learning is to apply the Value Clarification Technique (VCT) learning model in the learning process. VCT is a model that is suitable for elementary school students (Rai, 2014). Character/value education is not just teaching what is right and what is wrong to students, but more than that, character education instills habits about something good. (Suprapto & Heri, 2015).
The Value Development process in school culture can be carried out through 1) Value or Spirit Development Level, namely identifying various values or spirits that can be used as a basis. 2) Technical Level, namely developing values and spirit in various management work procedures, management tools (management toolkit), and work habits (Management work habits). 3) Social level, namely the process of implementation and institutionalization, namely how all policies and technical rules developed based on certain spirit/values are socialized, practiced, and continuously institutionalized so that they become habits (habits) at school and outside school (Hakam, 2013). In the learning process, VCT can be developed through a dialogue process. There are several things that the teacher must pay attention to when conducting dialogue in the learning process using the VCT model, namely: (1) Avoid delivering messages through the process of giving advice or moral messages that according to the teacher are considered good. (2) Do not force students to give a certain response if the student does not want it. (3) Try to carry out dialogue freely and openly, so that students will express their feelings honestly and as they are. (4) Dialogue is carried out to individuals, not to class groups. (5) Avoid responses that can cause students to be cornered. (6) Do not urge students to a certain position. (7) Don't dig deeper into the students' reasons (Sanjaya, 2010).

METHOD
The research methodology used in this research is quasi-experimental. The quasi-experimental research method is "Research used to determine whether there is a result of "something" imposed on the subject under study by looking for the effect of certain treatments on others under controlled conditions". It can be understood that quasi-experiments see how the effect on the actions taken by the researcher is whether the experiment will affect the research subject or not (Sugiyono, 2012).
The research design used was a nonrandomized pretest-posttest control group design, the subjects of this study were divided into two groups consisting of an experimental group and a control group (Sugiyono, 2013).
The participants in this study were fifth-grade students of State Elementary Schools in the Ciwidey District, Bandung Regency. Researchers chose a sample of two groups of class V, groups one and two were chosen randomly in determining the control class and the experimental class. The two groups were given a pretest and posttest with the same questions. The reason for choosing the fifth-grade students was on the assumption that fifth-grade students were able to adapt to the Value Clarification Technique Model Value Analyst Type, and did not interfere with the school program to face the final school exam.
The research was carried out for three months. The treatment was carried out 5 times while the data taken were 60 students. Class VA consists of 30 students and is used as an experimental class, while class VB, which has the same number of 30 students, is used as a control class.
A research instrument is a tool that will be used to collect data and various kinds of information related to research variables. In this study, researchers will use several instruments, namely: Assessment of the learning process starting from the initial activities, core activities, and final learning activities.

RESULT AND DISCUSSION
The

Analysis of Increasing Learning Motivation
The results of calculating the N-Gain learning motivation questionnaire will be explained in the table  below table  Table 3  Based on the table above, it can be seen that the average value of the pretest in the control class is 34.23 then after the post-test there is a slight increase to 35.14 and is classified in the low category level. While the average value of the experimental class students' learning motivation pretest was 33,599 and after the posttest, there was an increase so that the average motivation score was 43,084. this shows that there is an increase in learning motivation which is indicated by the average N-gain value of 0.37 which is categorized in the medium category. From the two N-Gain averages, it can be seen that there are differences in the increase in students' learning motivation in the control class and the experimental class After the application of learning was given to two classes, there was an increase in the average score, but the increase in the average score in the experimental class was greater than the control class. This proves that using the Value Clarification Technique of Value Analysis learning can increase students' motivation and learning outcomes. Thus, it can be said that the application of Value Clarification Technique Value Analysis on Social Studies material with the subject of defending the independence of the Republic of Indonesia in elementary schools can increase student motivation and learning outcomes. In addition, the level of motivation and learning outcomes is more evenly distributed with the application of Value Clarification Technique Learning Value Analysis compared to ordinary learning.
This VCT provides an opportunity for students to add a high sense of enthusiasm and motivation, provide ideas, ideas, and support for alternative problem-solving assistance and make the right decisions so that students can be more confident, responsible for the results that are done by themselves (Hakim et al., 2018). Because this method of learning is not related to the design of a tense room like learning in general, where the teacher is in front explaining and the students behind are listening.
The results of this study also strengthen the research and development of theories related to motivation and learning outcomes. As stated by Djahiri (1979) in Al-lamri and Ichas (2006) suggests that VCT is a way to instill and express certain values of students. Taniredja, Faridli, and Harmianto (2011), namely: (1) knowing and measuring the level of awareness of students about a value; (2) instilling students' awareness of their values; (3) instilling certain values into students through a rational (logical) way and accepted by students; (4) train students in accepting and assessing their value and the value position of others. This VCT emphasizes more on instilling existing values in students so that they can be applied in everyday life (Al-lamri et al., 2006) (Taniredja et al., 2011). Based on the results of this study, to increase motivation and learning outcomes, the material provided is directed at the factors that influence motivation and learning outcomes.
Students who study in the experimental class are actively designed to learn the existing material through learning using VCT. In line with Piaget's theory that learning can be interpreted as behavioral engineering activities to provide stimulation and increase the occurrence of students' thinking processes that are adapted to the stage of cognitive development. A student's cognitive development will be marked by several concepts as  (Munawaroh, 2017). The fact that the increase in students' learning motivation in the experimental class is higher than the control class shows that learning using VCT can be used to increase students' learning motivation. This is because learning using VCT learning has been able to change ordinary learning that has been teacher-centered into more fun learning that is centered on student activity. After all, good learning is when students gain their knowledge through active search and learning. (Maulana et al., 2019) (Wiradewi et al., 2020). From the explanation above, it is evident that learning using VCT learning has a positive impact on students' learning motivation, meaning that learning with VCT can increase learning motivation compared to conventional learning. This situation is also evidenced by the positive response of students in participating in learning, even they feel that learning by using VCT learning is easy to understand and fun.
The selection of the VCT method as social studies learning method conditions students to study in groups and independently through completing assignments, students can think actively and can increase student learning motivation, students can act as researchers, not only consumers of information.

CONCLUSION
The learning motivation of students who take part in learning using the Value Clarification Technique model is significantly better than students who study conventionally. To determine the effect of applying Value Clarification Technique learning, it can be seen by comparing student learning outcomes, N-Gain in the control class and the experimental class. The even distribution of scores was calculated by comparing the variance of scores between the control class and the experimental class. From the data obtained, the average N-Gain motivation of students in the experimental class is higher than the motivation in the control class. One of the reasons is because the teacher who provides learning materials in the experimental class uses the Value Clarification Technique learning.
Thus, it can be said that the application of Value Clarification Technique learning on social studies material with the subject of defending the independence of the Republic of Indonesia in elementary schools can increase students' motivation and learning outcomes. In addition, the level of motivation and learning outcomes is more evenly distributed with the application of Value Clarification Technique learning compared to ordinary learning. Based on this, the researchers concluded that: 1. Increasing students' learning motivation is categorized as very active after using VCT. 2. The increase in student learning outcomes is higher after using learning with the VCT model. 3. The attractiveness of VCT is categorized as very interesting in increasing learning motivation and student learning outcomes.
Based on the conclusion above, it is necessary to make efforts to increase motivation and student learning outcomes. In developing teaching materials through VCT for Class V elementary school students, there are several influencing factors, including teachers are required to have high-level abilities and skills that can reveal and explore the values that exist in students, if teachers cannot involve students with openness, mutual understanding will lead to a pseudo attitude and requires teacher creativity in using images that are close to students' daily lives.
Based on the findings in this study, the authors propose the following suggestions: 1. For teachers who teach in elementary schools, learning using the Value Clarification Technique method can be used as an alternative to social studies learning to improve students' learning motivation and learning outcomes. 2. For Advanced Researchers Based on the analysis and discussion that has been described, it is recommended for further researchers as follows: This research is only limited to one subject and is limited