IMPLEMENTASI MODEL PROJECT-BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF DALAM PEMBELAJARAN IPAS SISWA KELAS IV MIN 10 BANDAR LAMPUNG

Fuad, Mahmud (2026) IMPLEMENTASI MODEL PROJECT-BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF DALAM PEMBELAJARAN IPAS SISWA KELAS IV MIN 10 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kreatif siswa kelas IV MIN 10 Bandar Lampung pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS). Hasil observasi awal menunjukkan bahwa pembelajaran masih berpusat pada guru dengan dominasi metode ceramah dan latihan tertulis yang monoton, sehingga siswa kurang berani mengemukakan ide baru, minim inisiatif bertanya, serta terbatas dalam mengekspresikan gagasan kreatif. Data pra-penelitian memperlihatkan 62,86% siswa belum mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Oleh karena itu, penelitian ini bertujuan untuk mengetahui implementasi model Project-Based Learning (PjBL) terhadap kemampuan berpikir kreatif siswa dalam pembelajaran IPAS serta mengidentifikasi faktor pendukung dan penghambat penerapannya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah siswa kelas IV MIN 10 Bandar Lampung. Data dikumpulkan melalui wawancara dengan guru dan siswa, observasi kegiatan pembelajaran, serta dokumentasi. Instrumen penelitian meliputi lembar observasi, pedoman wawancara, dan tes berpikir kreatif. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber dan teknik untuk memastikan validitas hasil penelitian. Hasil penelitian menunjukkan bahwa penerapan ProjectBased Learning mampu meningkatkan keterlibatan siswa dalam pembelajaran IPAS, mendorong kolaborasi, serta menumbuhkan keberanian dalam mengemukakan ide-ide kreatif. Proses pembelajaran dilakukan melalui tiga tahap utama, yaitu: perencanaan, dengan guru menyusun rancangan proyek, menentukan tujuan, serta menyiapkan instrumen evaluasi; pelaksanaan, di mana siswa bekerja dalam kelompok untuk merancang dan menyelesaikan proyek nyata yang relevan dengan materi IPAS; serta evaluasi, yang dilakukan secara berkelanjutan melalui penilaian proses (diskusi, kerja sama, keterlibatan) dan hasil akhir (produk proyek, kreativitas, serta presentasi). Kendala yang ditemukan antara lain keterbatasan media pembelajaran, minimnya pelatihan guru, serta perbedaan kesiapaniii siswa. Namun, hambatan tersebut dapat diatasi melalui dukungan fasilitas sekolah, peran guru sebagai fasilitator, dan motivasi siswa. Dengan demikian, dapat disimpulkan bahwa model Project-Based Learning efektif digunakan sebagai alternatif untuk meningkatkan kemampuan berpikir kreatif peserta didik pada mata pelajaran IPAS di sekolah dasar. ABSTRACT This study is motivated by the low level of creative thinking skills among fourth-grade students at MIN 10 Bandar Lampung in the subject of Natural and Social Sciences (IPAS). Initial observations revealed that learning activities were still teacher-centered, dominated by lectures and monotonous written exercises. As a result, students were less willing to express new ideas, showed minimal initiative in asking questions, and had limited ability to articulate creative thoughts. Pre-research data indicated that 62.86% of students had not yet achieved the Learning Objectives Achievement Criteria (KKTP). Therefore, this study aims to examine the implementation of the Project-Based Learning (PjBL) model in enhancing students’ creative thinking skills in IPAS, as well as to identify supporting and inhibiting factors in its application. This research employs a qualitative approach with a descriptive design. The subjects are fourth-grade students at MIN 10 Bandar Lampung. Data were collected through interviews with teachers and students, classroom observations, and documentation. Research instruments included observation sheets, interview guidelines, and creative thinking tests. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing, while data validity was ensured using source and technique triangulation. The findings show that the application of Project-Based Learning successfully increased student engagement in IPAS learning, encouraged collaboration, and fostered confidence in expressing creative ideas. The learning process was carried out in three main stages: planning, where teachers designed project plans, set objectives, and prepared evaluation instruments; implementation, in which students worked in groups to design and complete real projects relevant to IPAS material; and evaluation, conducted continuously through process assessments (discussion, cooperation, participation) and final outcomes (project products, creativity, and presentations). Challenges encountered included limited learning media, insufficient teacher training, and differences in student readiness. However, these obstacles were overcome through school facilities, the teacher’s rolev as facilitator, and student motivation. In conclusion, the Project-Based Learning model is effective as an alternative to improve students’ creative thinking skills in IPAS at the elementary school level.

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