Proceeding Departemen Pedagogik Prodi PGSD

Abstrak
This case study examined promoting peer interactions to support positive civil discourse of students at a fourth grade class of elementary school 42 in Pontianak. Data were collected from classroom observations, teacher and student interviews. Through three cycles of action research student dialogues with peers when they were completing group tasks were recorded, transcribed and analyzed using the coding analysis. Results were that students performed all indicators of positive civil discourse namely listening attentively, contributing relevant ideas, raising essential questions, making arguments in civil manner, and reaching compromise respectfully. The findings of this research verify that peer interactions in the classroom are not disruptive. If the teacher manages the interactions effectively, peer interactions in the classroom support not only literacy learning but also social skill development such as positive civil discourse which has social values such as respect, tolerance and cooperative as the foundation of living in democratic society.