Implementasi Project-Based Learning dalam Pembelajaran IPS: Studi Kasus tentang Keaktifan Belajar Siswa di Kelas V SDN 003 Pulau Kopung - Landani, Neni; Lingga, Leni Julia (Jurnal Kiprah Pendidikan, 2025)
This research aims to describe the lear Penelitian ini bertujuan untuk mendeskripsikan keaktifan belajar siswa kelas V di SDN 003 Pulau Kopung melalui implementasi model Project-Based Learning dalam pembelajaran Ilmu Pengetahuan Sosial. Pendekatan kualitatif dengan metode studi kasus digunakan dalam penelitian ini, melibatkan observasi, wawancara, dan dokumentasi sebagai teknik pengumpulan data. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman, meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Project-Based Learning secara signifikan meningkatkan keaktifan belajar siswa. Siswa menunjukkan partisipasi aktif dalam setiap tahap proyek, mampu menyelesaikan permasalahan secara kreatif dan kolaboratif, berani mengajukan pertanyaan, serta aktif dalam mengumpulkan informasi dari berbagai sumber. Selain itu, model ini juga mendorong interaksi positif dalam diskusi kelompok dan pengembangan aspek afektif seperti tanggung jawab dan kerja sama. Secara keseluruhan, Project-Based Learning terbukti efektif dalam menciptakan pembelajaran IPS yang lebih interaktif dan bermakna, serta membentuk karakter dan sikap sosial siswa ning activeness of fifth-grade students at SDN 003 Pulau Kopung through the implementation of the Project-Based Learning model in Social Studies education. A qualitative approach with a case study method was employed, involving observation, interviews, and documentation as data collection techniques. Data analysis was conducted using Miles and Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. The results indicate that the implementation of Project-Based Learning significantly increased student learning activeness. Students showed active participation in every project stage, were able to solve problems creatively and collaboratively, dared to ask questions, and actively gathered information from various sources. Furthermore, this model also fostered positive interaction in group discussions and developed affective aspects such as responsibility and cooperation. Overall, Project-Based Learning proved effective in creating more interactive and meaningful Social Studies learning, as well as shaping students' character and social attitudes.