Electronic Theses and Dissertation

Pembelajaran Bahasa Indonesia pada materi teks prosedur di kelas V SD Negeri 1 Pagar Air menunjukkan bahwa aktivitas dan hasil belajar siswa masih rendah. Hal ini terlihat dari kurangnya keterlibatan siswa dalam proses pembelajaran serta nilai yang belum mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Oleh karena itu, diperlukan model pembelajaran yang mampu melibatkan siswa secara aktif dan memberikan pengalaman belajar yang bermakna. Penelitian ini bertujuan untuk mendeskripsikan penerapan model Project Based Learning (PjBL) serta mengetahui aktivitas dan hasil belajar siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek 22 siswa. Teknik pengumpulan data meliputi observasi, tes tertulis, dan dokumentasi. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan Project Based Learning meningkatkan aktivitas belajar siswa dalam diskusi, pelaksanaan proyek, dan presentasi. Hasil belajar juga meningkat karena siswa terlibat langsung dalam pembelajaran, memperoleh pengalaman nyata, serta lebih mudah memahami materi. Selain itu, model ini meningkatkan motivasi, kerja sama, dan kemampuan berpikir siswa. Dengan demikian, Project Based Learning efektif meningkatkan aktivitas dan hasil belajar siswa.

The teaching of Indonesian language on procedure text material in Grade V at SD Negeri 1 Pagar Air indicated that students’ learning activities and outcomes were still low. This was reflected in the lack of student involvement during the learning process and scores that had not yet reached the Minimum Mastery Criteria (KKTP). Therefore, a learning model that actively engages students and provides meaningful learning experiences is needed. This study aimed to describe the implementation of the Project Based Learning (PjBL) model and to determine students’ learning activities and outcomes. This research used a descriptive qualitative approach with 22 students as the subjects. Data collection techniques included observation, written tests, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing. The results showed that the implementation of Project Based Learning improved students’ learning activities in discussions, project implementation, and presentations. Learning outcomes also improved as students were directly involved in the learning process, gained real experiences, and found it easier to understand the material. In addition, this model enhanced students’ motivation, collaboration, and thinking skills. Thus, Project Based Learning is effective in improving students’ learning activities and outcomes.