ANALISIS KEAKTIFAN PESERTA DIDIK DALAM PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) KELAS IV SDN JUNREJO 02 BATU
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Institusion
Universitas Muhammadiyah Malang
Author
Aryani, Novita Dwi
Subject
L Education (General)
Datestamp
2024-05-20 02:58:25
Abstract :
SDN Junrejo 02 Batu has used the independent curriculum since the start of the new teaching in 2023. In every lesson given by the teacher, students show an active attitude in the learning process. The aim of this research is to explain the application of the Project Based Learning (PjBL) learning model and the student activity generated through learning using the PjBL Project Based Learning model. This research uses a qualitative type of research, a descriptive approach. This research was carried out at SDN Junrejo 02 Batu, focusing on class IV teachers and class IV students. In its implementation, researchers carried out observation, interviews and documentation activities to obtain data results. There are four stages of research data analysis carried out by researchers, namely data collection, data reduction, data presentation, and drawing conclusions. There are two techniques for checking the validity of the data, namely source triangulation and technical triangulation. The results of the research obtained were that class IV at SDN Junrejo 02 Batu often used the Project Based Learning (PjBL) learning model in the learning process. The PjBL learning model has 6 learning steps, including: 1) asking basic questions, 2) Developing a project plan, 3) Developing a project creation schedule, 4) monitoring student activity and project progress, 5) assessing results, 6) evaluating. In the research, it was found that teachers implemented the Project Based Learning (PjBL) learning model in accordance with the 6 steps of the PjBL learning model. Student activity produced by students through the application of the Project Based Learning (PjBL) learning model has 5 indicators, namely 1) participating in completing assignments, 2) asking questions and answering questions, 3) participating in discussions well, 4) actively seeking information, and 5) carry out self-evaluation. The limitation of this research is that the researcher only observed the science and science learning process. Suggestions for future researchers are that they can develop it further, because there are still many aspects to be researched more deeply.
SDN Junrejo 02 Batu has used the independent curriculum since the start of the new teaching in 2023. In every lesson given by the teacher, students show an active attitude in the learning process. The aim of this research is to explain the application of the Project Based Learning (PjBL) learning model and the student activity generated through learning using the PjBL Project Based Learning model. This research uses a qualitative type of research, a descriptive approach. This research was carried out at SDN Junrejo 02 Batu, focusing on class IV teachers and class IV students. In its implementation, researchers carried out observation, interviews and documentation activities to obtain data results. There are four stages of research data analysis carried out by researchers, namely data collection, data reduction, data presentation, and drawing conclusions. There are two techniques for checking the validity of the data, namely source triangulation and technical triangulation. The results of the research obtained were that class IV at SDN Junrejo 02 Batu often used the Project Based Learning (PjBL) learning model in the learning process. The PjBL learning model has 6 learning steps, including: 1) asking basic questions, 2) Developing a project plan, 3) Developing a project creation schedule, 4) monitoring student activity and project progress, 5) assessing results, 6) evaluating. In the research, it was found that teachers implemented the Project Based Learning (PjBL) learning model in accordance with the 6 steps of the PjBL learning model. Student activity produced by students through the application of the Project Based Learning (PjBL) learning model has 5 indicators, namely 1) participating in completing assignments, 2) asking questions and answering questions, 3) participating in discussions well, 4) actively seeking information, and 5) carry out self-evaluation. The limitation of this research is that the researcher only observed the science and science learning process. Suggestions for future researchers are that they can develop it further, because there are still many aspects to be researched more deeply.
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