Implementation of Project-Based Simple Science Media in Science Learning: Strengthening Mutual Cooperation, Critical, and Creative Reasoning of Elementary School Students
Social studies learning in the Independent Curriculum requires a contextual, participatory, and oriented learning experience that strengthens the Pancasila Student Profile. However, learning practices in elementary schools still tend to be dominated by conventional approaches, so that students' active involvement in understanding science concepts and developing character is not optimal. This study aims to describe the implementation of project-based science media through Volta Drive Connect, analyze student responses, and strengthen the three-dimensional Pancasila Student Profile in science learning. This study used a descriptive qualitative approach with 18 grade IV students of Kakuka National Elementary School. Data was collected through observation, interviews, and documentation. Data analysis uses the interactive model of Miles, Huberman, and Saldana through the stages of data reduction, data presentation, and conclusion drawing and verification. The results showed that implementing Volta Drive Connect encouraged active student involvement throughout the learning process. Indicators of mutual cooperation are evident in the sharing of roles during collaborative assembly, discussion, retrying, and problem-solving activities. The indicators of mutual cooperation were evident in group cooperation (88.9%), role sharing (77.8%), and mutual help (83.3%). Critical reasoning indicators were seen through the ability to ask questions 66.7%, analyze problems 72.2%, and draw conclusions 61.1%. Meanwhile, creative indicators emerged in the ability to generate ideas (72.2%), try alternative solutions (83.3%), and modify the results of work (55.6%). The novelty of this research lies in the use of simple science media that connect the concept of energy to daily life and also show the strengthening of students' character that develops during the learning process. Thus, project-based simple science media can be an alternative to IPAS learning that is contextual and meaningful, and that supports the strengthening of the Pancasila Student Profile.
Background – Pancasila Education in elementary schools is often implemented through teacher-centered approaches, which may limit students’ active participation and opportunities to relate Pancasila values to everyday experiences. Therefore, learning innovations that provide meaningful, collaborative, and reflective learning experiences are needed to support character development and 21st-century competencies. Objective: This study aimed to describe the implementation of Project-Based Learning with Collaborative Reflection (PJBL-CR) as a learning innovation in Pancasila Education for fifth-grade elementary school students. Method – This study employed a qualitative descriptive approach involving 14 fifth-grade students and one Pancasila Education teacher at SDN Kraton 6, Magetan, Indonesia. Data were collected through classroom observations, semi-structured interviews, student reflection journals, and documentation. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Results – The findings indicate observed changes in students’ learning activities during the implementation of the PJBL-CR model. Descriptive classroom observations showed increases across five indicators: active participation in discussions increased from 42% to 86%, ability to express opinions from 35% to 79%, group collaboration from 50% to 88%, participation in project activities from 47% to 90%, and contextual understanding of Pancasila values from 53% to 84%. These percentages were used as descriptive support for the qualitative findings and were not intended as inferential statistical evidence. Student reflection journals and interview data further suggest that collaborative reflection helped students examine responsibility, tolerance, mutual cooperation, and democratic decision-making during project activities. Conclusion – The PJBL-CR model may serve as an alternative learning strategy for strengthening character education and 21st-century competencies in elementary school contexts. The novelty of the model lies in the systematic integration of collaborative reflection throughout project-based learning phases, enabling students to connect project experiences with the practical implementation of Pancasila values. However, because this study was limited to a single classroom with a small number of participants, further studies involving broader educational contexts are recommended.
Feby Arief Nugroho, Ida Wahyu Wijayati, M. Marsini et al.· Information Technology Educa...· 0 citations
Project Based Learning encourages students to engage in an active and contextual learning process, where they are faced with real problems that require solving. This study aims to analyze the effectiveness of the Project Based Learning (PjBL) model in optimizing critical thinking skills and collaborative abilities of fifth-grade students on the material "My Earth is Changing"? This study uses a qualitative approach with a phenomenological design to understand in depth how the implementation of the Project Based Learning (PjBL) model can optimize critical thinking skills and collaboration of fifth-grade students on the material "My Earth is Changing". The sample used was determined by purposive sampling consisting of teachers and students as respondents. Data collection techniques with interview and observation guidelines. Qualitative data validity tests include credibility tests (credibility), transferability (transfer value), dependability and confirmability. Data analysis was carried out using qualitative descriptive namely data reduction, data presentation and conclusions. The results showed that the implementation of the Project Based Learning (PjBL) model succeeded in improving critical thinking skills and collaboration skills of fifth-grade students at SD Negeri 23 Bandar Baru. Students were involved in a learning process that required them to analyze environmental issues, ask questions, and formulate solutions. This process trains them to think logically and critically when facing real-life problems.
This study aimed to describe how project-based learning management supports the development of students’ collaboration and communication skills at SD Negeri 5 Muara Rupit. A descriptive qualitative approach was employed to examine classroom interaction, teacher facilitation, and students’ learning experiences during project-based learning activities. The participants were selected through purposive sampling and consisted of one school principal, three upper-grade classroom teachers, and six students who represented active, moderate, and less active participation in group work. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, including teaching modules, lesson plans, project worksheets, students’ project products, classroom photographs, and school records. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, conclusion drawing, and verification. Trustworthiness was strengthened through source triangulation, technique triangulation, repeated observations, member checking, and detailed field notes. The findings showed that project-based learning was managed through instructional planning, structured group organization, task distribution, teacher guidance, classroom interaction control, and reflective evaluation. Collaboration skills were supported through task sharing, teamwork, peer assistance, and collective problem-solving, while communication skills were supported through group discussions, idea expression, active listening, peer responses, and project presentations. The findings also revealed that teacher facilitation was essential in encouraging passive students and maintaining balanced group interaction. However, unequal participation, low confidence, limited time, limited facilities, and group management challenges remained obstacles. This study suggests that project-based learning can support collaboration and communication skills when it is managed systematically and contextually.
Nafa Rupita, M. Somantri, Muhammad Kristiawan· Education and Social Science...· 0 citations
Project Based Learning based teaching module in Science learning in elementary school lies in the need to ensure the effectiveness of contextual learning. This study aims to analyze the application of Project Based Learning (PjBL) based teaching module in learning Natural and Social Sciences (IPAS) grade IV in Gugus 1 Peudada. This study uses a descriptive qualitative approach with data collection techniques through in-depth interviews, observations, in three elementary schools, namely UPTD SD Negeri 1 Peudada, UPTD SD Negeri 10 Peudada, and UPTD SD Negeri 12 Peudada. Qualitative data validity tests include credibility, transferability, dependability and confirmability tests. Data analysis was carried out using qualitative descriptive namely data reduction, data presentation and conclusions. The results of this study indicate that the completeness of the PjBL teaching module. The PjBL teaching module used by teachers is in the fairly complete category, but does not meet all the ideal components of the Independent Curriculum. Time constraints, facilities and infrastructure, student numbers, and differences in student abilities also hamper the optimization of PjBL in the classroom. The results of the obstacles and challenges in implementing PjBL face internal obstacles in the form of limited time, minimal practice facilities, heterogeneity of student abilities, and teacher skills in managing projects. In addition, there are external obstacles such as lack of parental support, an unsupportive home environment, economic limitations, and school policies that still emphasize academic achievement. These obstacles overall affect the effectiveness of implementing PjBL in science learning.
Twenty-first-century learning frameworks identify collaboration as a fundamental competency that students need to develop. However, elementary classrooms in Indonesia still demonstrate varied levels of success in fostering meaningful collaborative skills. Group activities often emphasize task completion rather than developing the values of cooperation, mutual support, and collective responsibility. In addition, instructional approaches frequently overlook cultural resources that can strengthen students’ learning experiences. This study aims to address this issue by developing a Problem-Based Learning model integrated with A’bulo Sibatang, a Bugis-Makassar cultural philosophy emphasizing unity, togetherness, and collective strength, and by evaluating its validity through expert assessment. The study employed the Develop stage of the 4-D research and development framework. Three expert validators from Universitas Negeri Makassar, each holding doctoral qualifications in instructional design and educational technology, assessed eight components of the developed model. These components included the model handbook, teacher guide, teaching module, student worksheets, response questionnaires, and observation instruments. Validation was conducted using a four-point relevance scale, and the results were analyzed through mean scores and percentage conversions based on predetermined validity criteria. The validation results showed that the developed model obtained an overall mean score of 3.44, equivalent to 86.03%, which categorized the model as very valid. Six components achieved the very valid category, while the teaching module and student questionnaire were categorized as valid with recommendations for minor language improvements. These findings demonstrate that integrating local cultural values into Problem-Based Learning can produce a pedagogical model that meets academic validity standards while maintaining cultural relevance. The model provides elementary teachers with a practical approach to strengthening students’ collaboration skills and cultural identity through contextual learning.
Nuraeni, Abdullah Pandang, Rudi Amir· Jurnal Pendidikan Guru Sekol...· 0 citations
In this study, I explore how integrating problem-based learning with community-based service learning fosters 21st-century skills—specifically communication, collaboration, and critical thinking—among Bangladeshi elementary students. Drawing on a multi-stakeholder, participatory learning design process involving teachers, students, parents, teacher trainers, and education policymakers, I investigate the impact of a community engagement learning model developed and implemented across rural and urban public schools in Bangladesh. Using case study methodology, I analyzed data from classroom observations, student-led community projects, interviews, focus groups, and over 288 self-assessment survey responses. Findings demonstrate that embedding experiential, socially relevant learning activities into science curriculum enhanced students’ ability to articulate ideas, work collaboratively, and critically engage with socioscientific issues. The study provides empirical evidence of how localized service learning grounded in students’ lived experiences can challenge epistemic injustice and support educational transformation in Global South contexts. Implications are discussed for curricular innovation, teacher development, and educational policy in resource-constrained environments.
Sabiha Sultana· International Journal for Re...· 0 citations