Analisis Model Project Based Learning (PjBL) Ditinjau dari Kemampuan Berpikir Kreatif Matematika pada Peserta Didik Sekolah Dasar

Penelitian ini bertujuan untuk menganalisis penerapan model Project Based Learning (PjBL) ditinjau dari kemampuan berpikir kretif matematika pada peserta didik sekolah dasar dengan materi bangun ruang. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian adalah peserta didik kelas V sekolah dasar yang di bagi kedalam 5 kelompok belajar. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan PjBL mampu menciptakan pembelajaran yang aktif dan bermakna, serta memberikan ruang bagi peserta didik untuk terlibat langsung dalam proses perencanaan, pelaksanaan, dan penyajian proyek bangun ruang secara berkelompok. Kemampuan berpikir kreatif peserta didik tampak melalui kelancaran dalam mengemukakan ide, keluwesan dalam Menyusun strategi dan menerima pendapat, keaslian dalam menghasilkan desain bangun ruang, serta keterincian dalam menjelaskan proses dan hasil karya. Pendampingan guru selama pembelajaran turut mendukung keterlibatan peserta didik dan mengarahkan proses proyek agar berjalan secara terstruktur. Dengan demikian, model PjBL dinilai tepat digunakan dalam pembelajaran matematika sekolah dasar untuk memfasilitasi munculnya kemampuan betpikir kreatif peserta didik.

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This study aims to analyze the implementation of the Project-Based Learning (PjBL) model in terms of creative mathematical thinking skills among elementary school students using three-dimensional shapes as the subject matter. This study employed a qualitative approach using descriptive methods. The research subjects were fifth-grade elementary school students divided into five learning groups. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicated that the implementation of PjBL is capable of creating active and meaningful learning, as well as providing space for students to be directly involved in the process of planning, implementing, and presenting three- dimensional shape projects in groups. Students’ creative thinking skills were evident through their fluency in expressing ideas, flexibility in formulating strategies and accepting opinions, originality in creating three-dimensional designs, as well as thoroughness in explaining the process and results of their work. Teacher guidance during the learning process helps foster student engagement and ensures the project proceeds in a structured manner. Thus, the PjBL model is considered appropriate for use in elementary school mathematics instruction to facilitate the development of students’ creative thinking skills.