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SOCIAL SCIENCES JOURNAL
Technium Social Sciences Journal
Vol. 49 (Special issue), 1-8, October, 2023
ISSN: 2668-7798
www.techniumscience.com
Teacher Skills in Leading Small Group Discussions to
Class III Students of SD Inpres 10/73 Pandu
Romi Mesral*, Erianjoni Erianjoni2, Paulus Robert Tuerah3, Hamsa Hamsa4, Rio
Ardika Telaumbanua , Karnius Lase6, Melvin Hariyanti Gea7
14567 Sociology Education Study Program, Manado State University, Indonesia
2 Sociology Education Study Program, Padang State University, Indonesia
3 Social Science Study Program, Manado State University, Indonesia
*Corresponding author. Email: rornimesra@ unima.ac.id
ABSTRACT
The purpose of this research is to investigate the abilities of conducting effective small group conversations in the
setting of class III students, specifically at SD Inpres 10/73 Pandu. Small group discussions are a collaborative
learning technique that can improve student active engagement while also developing critical thinking abilities. This
study's research methodology is a qualitative approach using case study research. Interviews and classroom
observations with students and instructors were used to obtain data. The study's findings indicate that there are various
extremely successful strategies of conducting a small group conversation to students/I class III SD Inpres 10/73
Pandu, including providing discussion goals. As discussion guides, we must decide what we want to accomplish in the
conversation. Prepare conversation themes and material, prepare discussion topics or material to be discussed, and
gather appropriate material or resources. Provide chances for all kids and guarantee that all students may engage in the
conversation. Pay close attention to the comments of numerous pupils who wish to present their points or ask
questions. The last one employs tactics for leading the appropriate groups and assisting pupils in broadening their
thoughts.
Keywords: Skills, Leading Discussions, Small Groups, Elementary Students
1. INTRODUCTION
Individuals participate in the learning process to
modify their overall behavior [1] as a consequence of
encounters with their environment. Learning or the
learning process is commonly confused with the
teaching and learning process, which involves
interaction between peers and teachers to achieve
certain goals, most notably changing students' attitudes
and behavior [2]. Teachers [3] must be able to lead and
support pupils in order for them to understand their own
talents and abilities. They must also be able to inspire
pupils to work hard in order to succeed according to
their ability [4].
Motivation shapes [5], changes, and propels
behavior. Whether or not students are strongly
motivated to participate will have an impact on their
learning activities. Students that are highly motivated
[6] will actively participate in their education, as
opposed to those who are less enthusiastic about
studying. High learning motivation will drive students
to actively participate in the learning process, fostering
active and interactive learning [7].
Learning [8] also seeks to influence pupils'
personalities. If a community's individual character is
strong, so will its national character [9]. As a
fundamental aspect in determining the strength of the
state, state character must be established or nourished in
the younger generation. The nation's transition is owned
and directed by the younger generation [10]. They did
not, like past rulers, go through the process of shaping
the nation's character [11] from the start. Because there
has been no action to absorb and internalize the ideals of
the nation's character, the younger generation is seen to
lack a basis for creating the nation [12]. As a result,
character education is critical for them. Character
education is not a novel idea. It has been done for
generations [13].
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