IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) DALAM MEMBENTUK KETERAMPILAN 4C SISWA KELAS V PADA MATA PELAJARAN SENI BUDAYA DAN PRAKARYA (SBdP) TOPIK SENI RUPA DI SD NEGERI 1 KUBU

Abstrak

penelitian ini mengkaji implementasi model pembelajaran project based learning (pjbl) dalam membentuk keterampilan 4c (critical thinking, communication, collaboration, dan creativity) pada mata pelajaran seni budaya dan prakarya (sbdp) topik seni rupa di kelas v sd negeri 1 kubu. fokus kajian mencakup perencanaan, pelaksanaan, dan evaluasi implementasi pjbl. penelitian ini menggunakan teori konstruktivisme, behavioristik, dan taksonomi bloom dengan subjek kepala sekolah, guru, dan siswa kelas v. data dikumpulkan melalui observasi, wawancara, dokumentasi, dan studi kepustakaan, lalu dianalisis secara deskriptif kualitatif. hasil penelitian menunjukkan bahwa perencanaan pjbl melibatkan penyusunan materi, modul ajar, dan media pembelajaran. pelaksanaan mengikuti sintaks pjbl meskipun dihadapkan pada kendala seperti kurang pengelolaan waktu, keterbatasan alat, pengelolaan kelompok, kurangnya konsentrasi dan keraktifan siswa dan adapun upaya-upaya yang dilakukan oleh guru maupun siswa dalam mengatasi kendala yang dihadapi agar dapat membentuk keterampilan 4c siswa. evaluasi mencakup penilaian sikap, pengetahuan, dan keterampilan, yang menunjukkan keterampilan 4c siswa terbentuk dengan baik.

This study examines the implementation of the Project Based Learning (PjBL) learning model in forming 4C skills (Critical thinking, Communication, Collaboration, and Creativity) in Cultural Arts and Crafts (SBdP) subjects on the topic of fine arts in class V SD Negeri 1 Kubu. The focus of the study includes planning, implementation, and evaluation of PjBL implementation. This research uses constructivism, behaviorism, and Bloom's taxonomy theories with the subjects of principals, teachers, and grade V students. Data were collected through observation, interviews, documentation, and literature study, then analyzed descriptively qualitatively. The results showed that the planning of PjBL involved the preparation of materials, teaching modules, and learning media. The implementation followed the syntax of PjBL although faced with obstacles such as lack of time management, limited tools, group management, lack of concentration and student activeness and efforts made by teachers and students in overcoming the obstacles faced in order to form students' 4C skills. Evaluation includes assessment of attitude, knowledge, and skills, which shows students' 4C skills are well formed.