Pengaruh Penerapan Value Clarification Technique (Vct) Bermuatan Tunjuk Ajar Melayu

Elementary school students' limited conceptual grasp of norms, rights, and obligations within Pancasila Education has prompted the search for more contextual, culturally grounded instructional strategies. This study examines the extent to which the Value Clarification Technique (VCT), enriched with values drawn from the Malay Tunjuk Ajar tradition, influences conceptual understanding among 33 sixth-grade students of Class VI B, Tahfidz Umar bin Khattab Islamic School, Pekanbaru. A pre-experimental one-group design with pre- and post-treatment measurement was applied, using a 20-item multiple-choice instrument. Data processing involved a Shapiro-Wilk normality test on the difference scores, N-Gain calculation to capture the magnitude of change, and a Paired Sample t-Test to examine mean differences. Findings revealed a mean score increase from 88.79 to 93.64, with t=2.889 at df=32 and a significance level of 0.007 (<0.05), leading to rejection of the null hypothesis. The extent of improvement is reflected in an average N-Gain of 0.443 (moderate category) and an effect size (Cohen's d) of 0.503. These results affirm that embedding Malay Tunjuk Ajar values within the VCT model meaningfully contributes to strengthening elementary students' conceptual understanding of norms, rights, and obligations.