THE INFLUENCE OF EXPERIENTIAL LEARNING APPROACHES AND INTERPERSONAL INTELLIGENCE ON STUDENT PPKN LEARNING OUTCOMES

This study aims to: (1) analyze the differences in student KDP learning outcomes taught with an experiential learning approach compared to students taught with a direct instruction approach; (2) analyze the differences in KDP learning outcomes of students who have high interpersonal intelligence compared to students who have low interpersonal intelligence; and (3) analyze the interaction between experiential learning approaches and interpersonal intelligence in influencing student KDP learning outcomes in elementary schools. The sample in this study was 50 students of Class V of the State Elementary School 056587 Garbage Beach, Bahorok District. Data collection in this study through interpersonal intelligence questionnaires and ppkn learning outcomes tests. Hypothesis testing was carried out with the Two Way Anova test. The results showed that: (1) The learning outcomes of KDP students taught with an experiential learning approach were higher than those of the direct instruction approach (F count = 6,157 and sig. 0.017 < 0.05); (2) The learning outcomes of KDP students who have high interpersonal intelligence are higher than students who have low interpersonal intelligence (F count = 5.098 and sig. value 0.029 < 0.05); and (3) There is an interaction between learning approaches and interpersonal intelligence in influencing student KDP learning outcomes (F count = 4.285 and sig. 0.016 < 0.44).


A. Introduction
Various ways have been pursued by the government for a long time in overcoming globalization and the entry of foreign cultures into Indonesia, one of which is to make curriculum changes. The ancestors have taken care of the morals and ethics of the child through the moral message and philosophy of life. Now we ignore the wisdom of these ancestors so that children and adolescents are entangled in the hustle and bustle of entertainment that offers dreams and lies, so it is feared that one day Indonesia will lose a generation that has a good work ethic and character (Saragi, 2018). The government made changes to the curriculum, where the Education Unit Level Curriculum (KTSP) issued in 2006 changed to the 2013 Curriculum (K-13). The curriculum changes that have occurred are certainly to improve the quality of education in Indonesia. Therefore, Civic Education or Civics changed its name to Pancasila and Citizenship Education (PPKn). PPKn is a subject that must be studied from elementary to high school.
Thepurpose of learning PPKn (Pancasila and Citizenship Education) so that students can understand and carry out their rights and obligations in a polite, honest, and democratic manner and sincerely as educated and responsible citizens. This must be understood as a benchmark in education in order to develop abilities and form student dispositions and characteristics based on values that grow in the life of the nation and state in the era of the industrial revolution 4.0 (Tjahjana & Arief, 2016).
The situation as expressed above regarding changes in the mindset of the community, also occurred at SD Negeri 056587 Pantai Sampah, Bahorok District, especially in class V students, based on observations made by researchers in class V of SD Negeri 056587 Pantai Sampah, Bahorok District, stated that awareness of local culture is also low and students still behave indifferently when PPKn lessons take place so that it affects student learning outcomes. This was proven when researchers made observations in interview activities for teachers who taught in classes V-A and V-B. This is the tough task of a teacher where teachers must not only have reliable competence, but also must form individual students who are competitive, creative, and have character in this sophisticated era. It is certain that only individuals who are able to compete will speak in the era of globalization, for that each individual must have reliable competence in various fields in accordance with real interests, talents and abilities along with advances in science and technology (Siti Hajar & Suguneswary, 2016). Learning activities in the classroom are inseparable from the learning model. The accuracy of Vol. 3, Issues. 2, June 2022P-ISSN: 2807-193X | E-ISSN: 2746 The Influence of Experiential Learning Approaches and Interpersonal Intelligence on… [141] choosing models, strategies, and approaches in learning for certain materials will have a good impact on students.
Learning is successful or not, it can be seen from how the process is taught by the teacher and what model the teacher uses in learning. Panitz states that collaborative learning is a personal philosophy, not just a learning technique in the classroom.
According to him, collaboration is a philosophy of interaction and lifestyle that makes cooperation an interaction structure designed in such a way as to facilitate collective efforts to achieve common goals. Where one of the impacts of successful learning is characterized by high learning outcomes.
Student learning outcomes are the embodiment of educational goals, namely processing knowledge, mastery of skills, and formation of attitudes. Therefore, the teacher must design a learning process that involves the students as a whole. Teachers are required to be able to design appropriate learning models in order to obtain high learning outcomes. Therefore, learning outcomes are one of the main determining factors to find out the success of a student in the learning process, including the subject of PPKn. Students who are said to be successful in learning PPKn when they reach the KKM (Minimum Completion Criteria) score set by the school, which is 70.
Ppkn has not been able to awaken the culture of learning in students. So it is necessary to use the right approach to improve student learning culture (Maharani et al., 2015). Learning from experience is one of the most fundamental and natural ways of learning for anyone. All it needs is the opportunity to reflect and think, both alone and in groups as a natural natural learning, this type of learning emphasizes consistency as well as the effectiveness of time, the lack of awareness of other methods and ways of thinking and the absence of others who act as assessors and evaluators of previous experiences.
Emotional intelligence is a new way to raise children (Saragi, 2016). In addition, in every child must find and develop the intelligence they have, especially interpersonal intelligence, that is, intelligence in understanding the teaching and learning process by interacting with others effectively (Agustini et al., 2020;Yusrizal & Fatmawati, 2020) Researchers are interested in developing this intelligence because at the time of observation researchers saw many children whose social level was still low such as the ability to get along with others, lead, the ability to work together and a lack of empathy.
In addition to helping children find their interpersonal intelligence, nowadays teachers are also required to have the responsibility of building the character of the nation and culture (Imanita, 2014;Utami, 2012). In this case, researchers will use an Muhammad Ishaq; Daulat Saragi; R. Mursid [142] experiential learning approach in learning PPKn. Experiential learning has an important role because it views that knowledge comes from experience. Experiential learning strategies are inductive, student-centered, and activity-oriented learning (Akbar et al., 2022;Munif & Mosik, 2012). The reflection of personal experiences and the formulation of plans to apply learning in other contexts are important factors in experiential learning (Widyaningtyas & Farid, 2014).

Finding a. Data Description
In addition to providing pre-tests to students before treatment, the study also looked at the interpersonal intelligence of students who were further distinguished over    The overall normality test of the study data can be seen in the following  First Hypothesis Based on the SPSS output in Table 1, it is obtained that the calculated F value = 6.157 and the probability value or significant value of the learning approach is 0.017 < 0.05. Thus, it can be said that there is a significant difference between the average learning outcomes of KDP students who are taught with an experiential learning approach compared to the direct instruction approach. So hypothesis testing rejected Ho and accepted Ha. With the conclusion that the learning outcomes of KDP students who are taught with an experiential learning approach are higher than the direct instruction approach.
 Second Hypothesis Based on the SPSS output in Table 1, it is obtained that the calculated F value = 5.098 and the probability value or significant value of 0.029 < 0.05. Thus it can be said that there is a significant difference between the average learning outcomes of students who have high interpersonal intelligence compared to the learning outcomes of students who have low interpersonal intelligence. So hypothesis testing rejected Ho and accepted Ha. With the conclusion that the learning outcomes of KDP students who have high interpersonal intelligence are higher than students who have low interpersonal intelligence.
 Third Hypothesis Based on the SPSS output in Table 1 it is obtained that Fcount = 4.285 and a significant value of 0.044 with α = 0.05. Then it can be seen that the value of the sig. 0.044 < 0.05 so hypothesis testing rejects Ho and accepts Ha. With the conclusion that there is an interaction between the learning approach and the interpersonal intelligence of students in influencing student KDP learning outcomes.

Discussion
Civic education lessons are known to be a lot of material and memorization so that KDP lessons are difficult for students, which causes students to be bored in the learning process. Therefore, teachers use approaches and learning strategies so that the lessons are not boring and interesting. The use of the Experiential Learning approach teaches students to be aware of the local culture around their residence, foster a sense of concern for what they have and can integrate culture as a tool for the learning process to motivate students in applying knowledge, working cooperatively, and perceiving the relationship between various subjects.
Vol. 3, Issues. 2, June 2022P-ISSN: 2807-193X | E-ISSN: 2746 The Influence of Experiential Learning Approaches and Interpersonal Intelligence on… In the direct learning approach, the responsibility of the teacher in teaching his students is quite large and the role of the teacher in planning learning activities is very large, because in the direct approach learning is teacher-centered while in the experiential learning approach students are stimulated to be able to solve problems, think at a high level, dig up information, work together and improve communication skills through the role of the teacher as a guide. In this case, learning activities are not entirely dependent on the teacher who is expected to make the classroom conditions interesting and enjoyable.
Based on this thinking, it is suspected that the learning outcomes of student CID taught using an experiential learning approach are higher than the learning outcomes of student KDP taught using a direct intruction approach.
Education is viewed from a psychosocial point of view to foster the development of interpersonal intelligence that takes place in the community. Interpersonal intelligence is the ability to understand situations and be able to cooperate with others.
In learning PPKn requires students to have three domains, namely knowledge, attitudes and skills. However, in the learning process of PPKn, students are often only required to memorize a series of PPKn concepts without applying them in their daily lives.
Responding to the statement above, John Dewey revealed that students are naturally motivated in active learning if social interactions are carried out, students who have high interpersonal intelligence are more active and are able to work together with others than students who have low interpersonal intelligence. If classroom learning is designed with group learning or discussion, students who have high interpersonal intelligence are certainly easier to interact with their groupmates. In contrast to students who have low interpersonal intelligence, they will have difficulty interacting with their group of friends. Students who have low interpersonal intelligence tend to be impatient, withdrawn and aggressive so it is very difficult to work in a group.
Students who have high interpersonal intelligence will have more skills to control themselves, motivate themselves, have enthusiasm, perseverance, and have the skills to interact with fellow students or teachers in the learning process compared to students who have low interpersonal intelligence (Setiawan, 2013) . Therefore, students who have high interpersonal intelligence will acquire more meaningful knowledge and are stored well in the student's memory so that it will also be easy for students to answer all questions. So, students' KDP learning outcomes will also be high.