Analisis Penerapan Pendekatan Joyful Learning pada Peserta Didik Kelas V Sekolah Dasar

Penelitian ini bertujuan untuk menganalisis penerapan pendekatan Joyful Learning pada pembelajaran di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian meliputi guru dan siswa kelas V di salah satu sekolah dasar yang menerapkan Kurikulum Merdeka. Pengumpulan data dilakukan melalui observasi, wawancara, dan studi dokumentasi guna memperoleh gambaran mengenai praktik pembelajaran di kelas. Data yang terkumpul dianalisis menggunakan model analisis Miles and Huberman yang mencakup tahapan reduksi data, penyajian data, serta penarikan kesimpulan secara berkelanjutan. Hasil penelitian menunjukkan bahwa pendekatan Joyful Learning diterapkan secara konsisten melalui berbagai strategi pembelajaran, antara lain salam kreatif, permainan edukatif, diskusi kelompok, aktivitas kolaboratif, dan refleksi singkat di akhir pembelajaran. Penerapan pendekatan tersebut mampu menciptakan suasana belajar yang positif, menyenangkan, menantang, dan memotivasi siswa. Penerapan pendekatan joyful learning dapat memberikan keaktifan, antusiasme, serta keberanian siswa dalam mengemukakan pendapat dan berpartisipasi dalam kegiatan pembelajaran. Selain itu, pendekatan Joyful Learning juga berkontribusi pada terbentuknya interaksi sosial yang lebih harmonis antara siswa dan guru, serta terciptanya iklim kelas yang kondusif. Penelitian ini menegaskan bahwa pendekatan Joyful Learning sesuai untuk mendukung pembelajaran bermakna dan berpusat pada siswa dalam konteks implementasi Kurikulum Merdeka di sekolah dasar.

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This research aimed to analyse the application of the Joyful Learning approach in elementary school learning. The research used a qualitative approach with a descriptive type of research. The research participants included teachers and the 5th grade students in one of the elementary schools that implemented the Independent Curriculum. The data collection was carried out through observation, interviews, and documentation studies to obtain an overview of learning practices in the classroom. The collected data was analysed using the Miles and Huberman analysis model which includes the stages of data reduction, data presentation, and conclusion drawing in a sustainable manner. The results showed that the Joyful Learning approach was consistently applied through various learning strategies, including creative greetings, educational games, group discussions, collaborative activities, and short reflections at the end of learning. The application of this approach was able to create a positive, fun, challenging, and motivating learning atmosphere for students. On the other hand, it can be seen in the increase in the activeness, enthusiasm, and courage of students in expressing opinions and participating in learning activities. In addition, the Joyful Learning approach also contributed to the formation of more harmonious social interaction between students and teachers, as well as the creation of a conducive classroom climate. This research confirmed that the Joyful Learning approach was appropriate to support meaningful and student-cantered learning in the context of the implementation of the Independent Curriculum in elementary schools.