IMPLEMENTASI MODEL PROJECT-BASED LEARNING PADA PEMBELAJARAN IPAS DALAM MENGEMBANGKAN KEMAMPUAN KOLABORASI MURID KELAS IV SD NEGERI 1 PENATIH

Abstract

The learning process at the elementary school level, particularly in fourth grade, is often challenged by low levels of collaboration during group discussions, especially in science and social studies classes, which require conceptual understanding. To address this issue, teachers implement a Project-Based Learning model aimed at developing students collaborative skills through project-based activities. This study aims to: 1) Identify the characteristics of fourth-grade students’ collaboration skills at SD Negeri 1 Penatih, 2) analyze the implementation of the Project-Based Learning model in IPAS instruction to develop the collaboration skills of fourth-grade students at SD Negeri 1 Penatih, and 3) analyze the implications of applying the Project-Based Learning model in IPAS instruction for developing the collaboration skills of fourth-grade students at SD Negeri 1 Penatih. The theories used to analyze the problem are: collaborative learning theory, social constructivism, and social learning theory. This study employed a qualitative descriptive research design, utilizing data collection methods such as observation, interviews, documentation, and literature review. The collected data were analyzed using the Miles and Huberman model, involving the steps of data reduction, data presentation, and drawing conclusions. The results of the study indicate that 1) the initial characteristics of fourth-grade students’ collaborative skills are reflected in disparities in group work participation, low empathy toward different perspectives, and a lack of communication among group members during discussions. 2) The implementation of the Project-Based Learning model began with the planning, implementation, and evaluation stages, which incorporated the six components of the Project-Based Learning model, 3) The implications of implementing the Project-Based Learning model included increased active participation, improved time management skills, enhanced communication skills, and the development of mutual respect and a willingness to compromise within the group.