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All Journal PIONIR: Jurnal Pendidikan Holistika : Jurnal Ilmiah PGSD At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar Mitra PGMI: Jurnal Kependidikan MI Jurnal Pendidikan Dasar Perkhasa Journal Cerdas Mahasiswa
Septiana, Nyangfah Nisa
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Religion Education Environmental Science Library & Information Science Social Sciences Other

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Project-Based Learning in Science Learning: A Philosophical Perspective of Realism in Madrasah Ibtidaiyah Mutiya, Khoiru; Maemonah, Maemonah; Septiana, Nyangfah Nisa
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2414

Abstract

The philosophy of realism in education emphasizes direct experience and observation of concrete phenomena as the foundation of knowledge. This principle aligns closely with Project-based Learning (PjBL), which engages students in authentic tasks to solve real-world problems. This study analyzes the application of PjBL in grade 5 Natural Science learning at a Madrasah Ibtidaiyah in Yogyakarta and identifies factors influencing its implementation. Using a descriptive qualitative approach, which includes observation, interviews, and documentation, the findings reveal that PjBL reflects the principles of realism, as students construct knowledge through active participation and direct interaction with real phenomena. Teachers implemented PjBL through six stages, culminating in a project to create a simple lung model. This activity enabled students to understand the respiratory system through empirical observation, rather than memorization, by examining their breathing patterns before and after engaging in physical activity. PjBL enhanced conceptual understanding, practical skills, critical thinking, and creativity. High student engagement, teacher creativity, and institutional support facilitated implementation, while time limitations, scarce resources, and limited teacher knowledge presented challenges.
Co-Authors Andi Prastowo Elfia Sukma, Elfia Frasandi, Rendy Nugaraha Frasandy, Rendy Nugraha Hasnah Hasnah Khoiriyah, Zulfatul Maemonah, Maemonah Mutiya, Khoiru Nurhamida, Lulu Rahmatika, Ulva Ria Astuti Santosa, Sedya Shaleh, Shaleh Sonya Yuliantika, Sonya Zulfahmi Zulfahmi Zulfahmi, Zufahmi