Partisipasi Aktif Peserta Didik melalui Model Project Based Learning pada Pembelajaran IPAS di Sekolah Dasar

Penelitian ini bertujuan untuk menganalisis partisipasi aktif peserta didik melalui model Project Based Learning pada pembelajaran IPAS di sekolah dasar. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Analisis data dilakukan menggunakan teknik Miles dan Huberman. Penelitian dilaksanakan di SDN Mulyorejo I/237 Surabaya pada kelas V B dengan subjek penelitian 5 kelompok peserta didik. Berdasarkan hasil observasi, wawancara, dan dokumentasi yang diperoleh. Hasil observasi menunjukkan partisipasi aktif siswa selama proses pembelajaran menggunakan model Project Based Learning tampak, hal ini ditunjukkan dalam berdiskusi, bertanya, mengerjakan tugas proyek dan memberikan penjelasan terhadap penjelasan guru. Penelitian ini membuktikan bahwa model PjBL tidak hanya membuat Pelajaran IPAS lebih menarik dan bermakna, tetapi juga berhasil dalam menciptakan keterlibatan dan partisipasi aktif siswa secara nyata selama proses pembelajaran.

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This study aims to analyzed students’ active participation through the Project-Based Learning model in IPAS instruction at elementary school. This study employed a qualitative method with data collection techniques, including observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman technique. The research was conducted at SDN Mulyorejo I/237 Surabaya in Class 5B with five groups of students as research subjects. Based on the results of observations, interviews, and documentation obtained. The observation results showed that students’ active participation during the learning process using the Project-Based Learning (PjBL) model was evident, as demonstrated through discussions, asking questions, working on project assignments, and providing explanations in response to the teacher’s explanations. This study proved that the PBL model not only makes IPAS lessons more engaging and meaningful but also successfully fosters tangible student engagement and active participation throughout the learning process.