The effectiveness of value clarification technique (VCT) and problem-based learning (PBL) models on social problem-solving skills viewed from emotional intelligence

Abstract

The purpose of this research is to find out significant differences in the social problem-solvingskills between classes that apply the Value Clarification Technique (VCT), Problem Based Learning (PBL)model, and the class that applies the direct learning model. The research population included all fifthgrade students in Cilacap Regency public elementary schools. This research employed a cluster randomsampling technique. An experimental method with a 3x3 factorial design was used. The data analysis usedtwo-way ANOVA test with SPSS 21. The results showed that (1) there were differences in theeffectiveness of the use of VCT, PBL and direct learning models on the social problem solving skills (FA =7.176, p = 0.01 0.05), and (3)there was no interaction of the effect between the use of VCT, PBL, and the high, medium and lowemotional intelligence categories on the students' social problem solving skills (FAB = 0.619, p = 0.649 >0.05).