The Implementation of the Project-Based Learning Model to Improve Learning Outcomes in Science (IPAS) on the Topic of Climate and Climate Change Among Fourth-Grade Students
DOI:
https://doi.org/10.24260/h35tzk58Keywords:
Science learning outcomes, Climate and climate change, Project-based learningAbstract
The paradigm shift in 21st-century education calls for learning that is not only focused on mastering factual knowledge but also on developing critical, creative, collaborative, and communicative thinking skills. This study was motivated by the low learning outcomes in science (IPAS) regarding climate and climate change among fourth-grade students in Class 4A at Madrasah Ibtidaiyah Bawari in Pontianak, due to teaching methods that remain teacher-centered. The study aims to determine learning outcomes before and after the implementation of the Project-Based Learning (PjBL) model, as well as the extent of improvement. This study is a Classroom Action Research (CAR) conducted in two cycles, comprising the stages of planning, implementation, observation, and reflection. Data collection techniques include tests, observations, and documentation, with both quantitative and qualitative descriptive analysis. The results of the study showed that the pre-cycle average score was 64.85 with a mastery rate of 11.11%. The research subjects were students in Class IV A at Madrasah Ibtidaiyah Bawari Pontianak. After the implementation of PjBL, student learning outcomes and student engagement increased, reaching the success indicators. It was concluded that the Project-Based Learning model is effective in improving learning outcomes in Natural Sciences (IPAS) regarding the topic of climate and its changes.
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