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All Journal International Journal of Community Service Learning Journal of Education Action Research
Komang Widiani
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Project-Based Learning Model to Improve Understanding of Science Concepts in Fifth-Grade Elementary School Students Ni Nyoman Rediani; Komang Widiani
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.102939

Abstract

Students' conceptual understanding in several schools in Indonesia is still relatively low. Given this condition, this study aims to analyze the Project-Based Learning (PjBL) model to improve fifth-grade students' understanding of science concepts, particularly changes in natural phenomena. The study used a Classroom Action Research (CAR) approach, implemented in several cycles: planning, implementation, observation, and reflection. The subjects of this study were 24 fifth-grade elementary school students, 13 female and 11 male. Data were collected through tests, observations, and documentation, then analyzed quantitatively to assess the effectiveness of the actions. The research data obtained through observations and tests were then processed using a quantitative analysis model. The completion criteria were determined based on the Minimum Completion Criteria (KKM) ≥ 70, with a classical success indicator if at least 75% of students achieved that score. The study's results indicate that implementing PjBL effectively improves students' conceptual understanding. The percentage of classical completion increased from 25% in the pre-cycle to 41.67% in the first cycle, and reached 87.5% in the second cycle. This increase indicates that students' active involvement in contextual projects can deepen conceptual understanding, increase learning motivation, foster collaboration, and develop critical thinking skills. Therefore, PjBL can be used as an effective alternative learning model to improve the quality of understanding of science concepts in elementary schools.
Pelatihan Model Pembelajaran Problem Based Learning pada Mata Pelajaran IPAS untuk Guru Sekolah Dasar Komang Widiani; Ni Putu Sinta Dewi
International Journal of Community Service Learning Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v9i1.85061

Abstract

Rendahnya keterampilan mengajar guru yang saat ini sebagian besar masih bersifat konfensional hanya menggunakan metode ceramah, terkadang diselengi dengan diskusi, namun belum adanya penerapan model pembelajara inovatif yang dapat meningkatkan motivasi belajar siswa terutama pada mata Pelajaran Ips yang saat ini sudah bernamaa IPAS. Berdasarkan permasalahan tersbeut dosen melakukan kegiatan pengabdian masyarakat dengan pelatihan model pembelajaran PBL pada mata pelajaran IPAS. Tujuan dari pengabdian ini yaitu untuk meningkatkan pengetahuan dan pemahaman guru tentang model pembelajaran PBL. Pelatihan ini melibatkan Guru SDN. Jumlah peserta kegiatan berjumlah 20 orang Metode pengabdian yang dilakukan adalah Workshop dan pendampingan. Hasil menunjukkan terlihat adanya peningkatan signifikan dalam pengetahuan dan keterampilan guru dalam mengajar mata pelajaran IPAS.  Peningkatan keterampilan guru di SDN menjadi dasar direkomendasikan agar kegiatan pelatihan dan pendampingan ini dilanjutkan dan dijadikan sebagai kegiatan rutin. Implikasi penelitian ini yaitu Model pembelajaran PBL pada mata pelajaran IPAS dapat diterapkan oleh guru dalam pembelajaran IPAS sehingga dapat membantu siswa dalam belajar.
Co-Authors Ni Nyoman Rediani, Ni Putu Sinta Dewi