Analisis Gaya Belajar Peserta Didik dengan Model Pembelajaran Project Based Learning dalam Pembelajaran Bahasa Indonesia Kelas V SD Angkasa Surabaya

Penelitian ini bertujuan untuk menganalisis gaya belajar peserta didik visual, auditori, dan kinestetik dalam penerapan model pembelajaran Project Based Learning pada pembelajaran Bahasa Indonesia kelas v SD Angkasa Surabaya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek 25 peserta didik dan satu guru kelas. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi pengumpulan data, reduksi data. penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi PjBL berjalan efektif dan mampu meningkatkan keterlibatan peserta didik pada setiap tahap, mulai dari penentuan pertanyaan mendasar, perencanaan produk. penyusunan jadwal, monitoring. pengujian hasil, hingga evaluasi pengalaman belajar. PiBL juga terbukti mampu mengakomodasi variasi gaya belajar: peserta didik auditori lebih mudah memahami instruksi verbal, peserta didik visual fokus pada estetika proyek, sedangkan peserta didik kinestetik sangat antusias dalam aktivitas manipulatif seperti menggunting dan menghias. Selain itu, kerja kelompok dalam PjBL meningkatkan kerja sama, kemandirian, dan kepercayaan diri peserta didik dalam mempresentasikan hasil. Secara keseluruhan, PjBL efektif digunakan untuk mendukung proses pembelajaran Bahasa Indonesia sekaligus mengoptimalkan gaya belajar peserta didik.

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This study aims to analyze the learning styles of visual, auditory, and kinesthetic students in the application of the Project-Based Learning model in fifth-grade Indonesian language learning at SD Angkasa Surabaya. The study used a descriptive qualitative approach with 25 students and one classroom teacher as subjects. Data collection was conducted through observation, interviews, and documentation. Data were then analyzed using the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of Project-Based Learning (PjBL) was effective and increased student engagement at every stage, from defining fundamental questions to product planning. scheduling, monitoring, testing results, and evaluating learning experiences. Project- Based Learning (PjBL) has also been shown to accommodate a variety of learning styles: auditory learners more easily understand verbal instructions, visual learners focus on the aesthetics of the project, while kinesthetic learners are highly engaged in manipulative activities such as cutting and decorating. Furthermore, group work in Project- Based Learning (PjBL) enhances student collaboration, independence, and confidence in presenting results. Overall, Project-Based Learning (PjBL) is well suited for use in Indonesia language classes with students who have different learning styles