PENERAPAN TEORI BELAJAR SOSIAL DALAM PEMBELAJARAN DI KELAS IV SEKOLAH DASAR

Abstract

This research seeks to investigate how social learning theory affects classroom learning in the fourth grade of elementary school, to describe the stages of its implementation, and to analyze the way observation and interview findings are utilized to identify students' learning needs. A descriptive qualitative design with a case study approach was adopted. Ten fourth-grade students from SD Negeri 002 Sungai Pinang Samarinda, five boys and five girls, participated in a Natural and Social Sciences (IPAS) lesson on the Process of Photosynthesis during the 2026/2027 academic year. Data were gathered through observation, interviews, and documentation, using instruments previously validated by experts. Implementation success was measured by four indicators: students' capacity to pay attention to the teacher's explanation, respond to questions, pose their own questions, and finish group as well as individual assignments. The lesson started with the formulation of learning objectives and the mapping of students' needs via diagnostic tests and interviews, which addressed learning motivation, interests and talents, and learning profiles. Students were subsequently placed into groups based on their visual, auditory, and kinesthetic learning styles, and then went through a teacher explanation, question-and-answer sessions, group work, presentations, peer feedback, and a post-test. The results indicate that applying social learning theory through a case study approach can build students' self-confidence, willingness to voice opinions, curiosity, and motivation to learn. The majority of students also answered the post-test items correctly. These achievements were underpinned by the teacher's attentiveness to individual student differences from the outset, which made the learning process more meaningful.