Implementation of the Project-Based Learning (PjBL) Model to Improve Student Creativity in Grade I of SDN 3 Setu Wetan, Weru District, Cirebon Regency
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.435Keywords:
Effort, Teacher of PAI, Student Understanding, SKIAbstract
This study was motivated by the limited opportunities given to students to think creatively and develop their potential, which ultimately resulted in low levels of creativity. Of the 25 students, only 5 students (20%) demonstrated creativity and mastered the Pancasila learning material, while the remaining 20 students (80%) had not yet mastered the material. This study aimed to (1) determine the planning of the Project Based Learning (PjBL) model, (2) describe the implementation of the PjBL model, and (3) examine the improvement of students' creativity through the implementation of the PjBL model in Pancasila learning. The subjects of this study were first-grade students of SDN 3 Setu Wetan. This research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles. Data were collected using qualitative and quantitative approaches through observation, tests, project assessments, and field notes. The results showed that (1) the planning of the PjBL model was implemented well in Cycle II, with achievement increasing from 67% to 88%; (2) the implementation of the PjBL model improved by 22%, from 72% in Cycle I to 94% in Cycle II; and (3) students' creativity increased by 28%, from 64% in Cycle I to 92% in Cycle II. Therefore, it can be concluded that the implementation of the Project Based Learning (PjBL) model effectively improved the creativity of first-grade students at SDN 3 Setu Wetan.
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