Analisis Kemampuan Berpikir Kreatif Siswa Menggunakan Model PjBL dalam Pembelajaran IPAS Kelas IV Sekolah Dasar

Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif peserta didik menggunakan Model Project Based Learning (PjBL). Penelitian ini menggunakan pendekatan deskriptif kualitatif untuk mengkaji pembelajaran IPAS pada peserta didik kelas IV sekolah dasar. Lokasi penelitian berada di SDN Mulyorejo 1/237 Surabaya. Data diperoleh melalui observasi, wawancara, dan dokumetasi, kemudian dianalisis menggunakan telnik Miles dan Huberman. Hasil penelitian menunjukkan bahwa penerapan model PjBL mampu mengembangkan kemampuan berpikir kreatif peserta didik yang meliputi indikator elaborasi, fleksibilitas, kelacaran, dan orisinalitas. Peserta didik mampu mengembangkan ide, mencari solusi, menghasilkan berbagai gagasan, serta meciptakan karya yang unik melalui proyek pembuatan pot bunga dari botol bekas. Penerapan model PjBL turut mendukung terciptannya suasana pembelajaran yang partisipatif, kondusif, dan berbasis Kerjasama, sehingga peserta didik menjadi lebih termotivasi dan antusisas dalam mengikuti porses pembelajaran. Dengan demikian, model PjBL efektif digunakan dalam pembelajaran IPAS untuk mendukung perkembangan kemampuan berpikir kreatif peserta didik sekolah dasar.

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This study aims to analyze students’ creative thinking skills using the Project-Based Learning (PjBL) model. This study employs a qualitative descriptive approach to examine IPAS learning among fourth-grade elementary school students. The research was conducted at SDN Mulyorejo 1/237 in Surabaya. Data were collected through observation, interviews, and documentation and were subsequently analyzed using the Miles and Huberman technique. The results indicated that the implementation of the PjBL model effectively develops students’ creative thinking skills, as evidenced by indicators of elaboration, flexibility, fluency, and originality. Students were able to develop ideas, find solutions, generate various concepts, and create unique works through a project to make flower pots from used bottles. The implementation of the PjBL model also supported the creation of a participatory, conducive, and collaboration-based learning environment, thereby making students more motivated and enthusiastic in the learning process. Thus, the PjBL model is effective in IPAS instruction for supporting the development of creative thinking skills among elementary school students.