IMPLEMENTASI BAHAN AJAR PEMBELAJARAN IPA BERBASIS PROJECT BASED LEARNING DI SD NEGERI 1 GUNUNG SARI ULU BELU TANGGAMUS

Siti, Iztus Sholehah (2025) IMPLEMENTASI BAHAN AJAR PEMBELAJARAN IPA BERBASIS PROJECT BASED LEARNING DI SD NEGERI 1 GUNUNG SARI ULU BELU TANGGAMUS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan implementasi bahan ajar pembelajaran Ilmu Pengetahuan Alam (IPA) berbasis Project Based Learning (PjBL) di SD Negeri 1 Gunung Sari, Kecamatan Ulu Belu, Kabupaten Tanggamus. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif, melibatkan guru kelas V dan 25 siswa sebagai subjek penelitian. Data diperoleh melalui observasi dan wawancara mendalam, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berhasil mengimplementasikan bahan ajar berbasis proyek secara sistematis melalui tahapan perencanaan, pelaksanaan, dan evaluasi yang kontekstual dengan kehidupan siswa. Siswa menunjukkan peningkatan keaktifan, kolaborasi, dan pemahaman konsep IPA melalui pengalaman belajar langsung, sedangkan guru berperan sebagai fasilitator yang mendorong proses berpikir ilmiah. Meskipun terdapat keterbatasan waktu dan sarana, kreativitas guru dan antusiasme siswa menjadi faktor kunci keberhasilan pembelajaran. Dengan demikian, penerapan bahan ajar berbasis Project Based Learning terbukti mampu menciptakan pembelajaran yang aktif, bermakna, dan sesuai dengan semangat Kurikulum Merdeka. Kata Kunci: Bahan Ajar, IPA, Project Based Learning, Implementasi. iii ABSTRACT This study aims to describe the implementation of Project Based Learning (PjBL) science teaching materials at SD Negeri 1 Gunung Sari, Ulu Belu District, Tanggamus Regency. The study used a qualitative descriptive approach, involving fifth-grade teachers and 25 students as research subjects. Data were obtained through observation and in-depth interviews, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that teachers successfully implemented project-based teaching materials systematically through the stages of planning, implementation, and evaluation that were contextual to the students' lives. Students showed increased activity, collaboration, and understanding of science concepts through direct learning experiences, while teachers acted as facilitators who encouraged the scientific thinking process. Despite limitations in time and resources, the creativity of teachers and the enthusiasm of students were key factors in the success of learning. Thus, the application of Project Based Learning teaching materials proved to be able to create active, meaningful learning that was in line with the spirit of the Merdeka Curriculum. Keywords: Teaching Materials, Science, Project-Based Learning, Implementation.

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