Analisis Model Project Based Learning (PjBL) Pada Pembelajaran IPAS Di Kelas IV SDIP YLPI Pekanbaru
DOI:
https://doi.org/10.47178/16avd734Keywords:
Model Project Based Learning, IPAS, learning, elementary school, independent curriculumAbstract
This study aimed to analyze the implementation of the Project Based Learning (PjBL) model in Natural and Social Sciences (IPAS) learning in fourth grade at SDIP YLPI Pekanbaru. This research employed a qualitative approach with a case study design. The research subjects consisted of the fourth-grade teacher and students of SDIP YLPI Pekanbaru. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. Data validity was tested through source triangulation and technique triangulation. The results showed that the implementation of the Project Based Learning model in IPAS learning had been carried out properly according to the PjBL stages, namely starting with essential questions, designing project plans, arranging schedules, monitoring project progress, testing results, and evaluating. The implementation of this model was able to improve students’ engagement, creativity, collaboration, and communication skills during the learning process. However, several obstacles were found during the implementation, such as teachers’ difficulties in creating interesting triggering questions, limited learning media, time management issues, uneven student participation, and limited time for project assessment. The efforts made by teachers to overcome these obstacles included using alternative learning media, increasing collaboration with students and parents, arranging flexible schedules, and providing continuous guidance and feedback. Therefore, the Project Based Learning model can be an effective learning alternative to improve the quality of IPAS learning in elementary schools.
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