Enhancing Science Learning Outcomes On Earth and Space Concepts through Project-Based Learning Models For Sixth Grade Students of SD Negeri 5 Bedali

Abstract

This study aims to enhance student learning outcomes in science, specifically on the topic of "Earth and Space," through the implementation of the Project-Based Learning (PjBL) model in a sixth-grade classroom at SD Negeri 5 Bedali. The research employed a Classroom Action Research (CAR) methodology conducted over two cycles. The participants included 30 students, among whom were integrated diffabled students. Data collection techniques included achievement tests, student activity observations, documentation of learning processes, and interviews. Data were analyzed qualitatively using the Miles and Huberman model to identify emerging patterns and changes throughout the intervention. The findings revealed that the application of the PjBL model significantly improved student learning outcomes. Quantitative data showed that prior to the intervention, only 50% of students met the Minimum Competency Criteria (MCC). This increased to 83.3% in the first cycle, and by the second cycle, all students (100%) achieved the MCC. These results suggest that PjBL is an effective instructional model for improving student achievement in Earth and Space science material with joyful learning. Moreover, it fosters active student engagement in the learning process, including meaningful participation from diffabled students .