BURSA Card Game: Deliberative Participation and Learning Outcomes in Pancasila Education
DOI:
https://doi.org/10.58230/fc91yh81Keywords:
card games; classroom action research; cooperative learning; deliberation; student engagementAbstract
This study examined BURSA (Baca, Urai, Runding, Sepakati, Ajukan Solusi), a printed card game with four rotating roles, to support deliberative participation and learning in Pancasila Education.
This classroom action research followed the Kemmis and McTaggart model over two cycles in Grade X-C at a public senior high school in Semarang, Indonesia. Analyses included 35 students in Cycle 1 and 31 in Cycle 2. Data came from a six-indicator observation sheet, pretests and posttests, peer evaluations of the instructional materials, and a student questionnaire. Analyses used descriptive percentages, normalized gain, mastery rates, and the Wilcoxon signed-rank test.
The proportion of students classified as active rose from 62.9% in Cycle 1 to 90.3% in Cycle 2. Cycle 1 scores were near the maximum, and the pretest–posttest difference was not statistically significant. In Cycle 2, scores increased significantly (Wilcoxon p = 0.032); class-level N-gain was 0.51, and mastery rose from 64.5% to 87.1%. Peer evaluators and students assessed the game favourably.
Participation and learning outcomes improved alongside BURSA implementation. Because the study involved one class without a comparison group, the findings do not establish a causal effect. The study offers a printable, role-rotating card-game structure for making deliberative participation observable and identifies practical needs concerning rule clarity, time management, and pretest design.
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