Implementasi Model Pembelajaran Project Based Learning untuk Meningkatkan Kreativitas Siswa pada Pembelajaran Al-Islam di Kelas Inklusi SD Muhammadiyah 2 Sidoarjo

Pembelajaran di kelas inklusi menuntut adanya pendekatan yang mampu mengakomodasi keberagaman kemampuan, karakteristik, dan kebutuhan belajar siswa. Namun, dalam praktiknya, pembelajaran masih sering berorientasi pada pencapaian kognitif dan kurang memberikan ruang bagi pengembangan kreativitas siswa secara optimal. Kondisi tersebut berdampak pada rendahnya partisipasi aktif siswa dan terbatasnya kesempatan untuk mengekspresikan ide serta menghasilkan karya yang bermakna. Oleh karena itu, diperlukan model pembelajaran yang bersifat partisipatif dan inklusif, salah satunya adalah model Project Based Learning. Penelitian ini bertujuan untuk mendeskripsikan implementasi model PjBL, menganalisis faktor pendukung dan penghambat implementasi model PjBL, serta untuk menganalisis kontribusi implementasi model PjBL di kelas inklusi SD Muhammadiyah 2 Sidoarjo.
Penelitian ini merupakan penelitian lapangan dengan metode kualitatif deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Data dikumpulkan melalui observasi, wawancara mendalam terhadap kepala sekolah, koordinator kelas inklusi, dan GPK, serta dokumentasi. Sedangkan analisis data menggunakan tahapan reduksi data, penyajian data berupa teks naratif, dan penarikan kesimpulan.
Hasil penelitian menunjukkan bahwa implementasi model PjBL dilaksanakan melalui tahapan perencanaan, pelaksanaan, dan evaluasi yang disesuaikan dengan karakteristik siswa. Faktor pendukung meliputi suasana kelas yang kondusif, warga kelas yang menerima dengan baik, interaksi dan kepedulian teman, adanya GPK, adanya penyederhanaan soal, serta komunikasi orang tua. Sementara itu, faktor penghambat meliputi mood siswa ABK yang tidak menentu, proses pendisiplinan aturan sekolah, keterbatasan siswa ABK, kesulitan memusatkan konsentrasi, hambatan komunikasi, kesulitan memahami materi pembelajaran, serta masalah regulasi emosi. Implementasi model pembelajaran PjBL memberikan kontribusi positif dalam meningkatkan kreativitas siswa pada pembelajaran Al-Islam di kelas inklusi SD Muhammadiyah 2 Sidoarjo.

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Learning in inclusive classrooms requires instructional approaches that accommodate students’ diverse abilities, characteristics, and learning needs. In practice, however, classroom instruction often remains focused on cognitive achievement while providing limited opportunities for students to develop their creativity. As a result, students’ active participation tends to be limited, and they have fewer opportunities to express their ideas and produce meaningful work. Therefore, a participatory and inclusive instructional model is needed, one of which is the Project-Based Learning (PjBL) model. This study aims to describe the implementation of the Project-Based Learning model, analyze the supporting and inhibiting factors affecting its implementation, and examine its contribution to enhancing students’ creativity in the inclusive classroom at Muhammadiyah 2 Elementary School, Sidoarjo.
This study employed a descriptive qualitative field research approach. Data were collected through classroom observations, in-depth interviews, and document analysis. The participants included the school principal, the inclusive classroom coordinator, and special education teachers. The data were analyzed through data reduction, data display, and conclusion drawing.
The findings indicate that the Project-Based Learning model was implemented through the stages of planning, implementation, and evaluation, which were adapted to students’ characteristics. The supporting factors included a conducive classroom environment, an accepting classroom community, positive peer interaction and support, the presence of special education teachers, simplified learning tasks, and effective communication with parents. The inhibiting factors included fluctuations in the emotional state of students with special educational needs, challenges in enforcing school rules, students’ individual learning limitations, difficulties in maintaining attention, communication barriers, difficulties in understanding learning materials, and emotional regulation issues. Overall, the implementation of the Project-Based Learning model made a positive contribution to enhancing students’ creativity in Al-Islam learning within the inclusive classroom at Muhammadiyah 2 Elementary School, Sidoarjo.