Abstrak

Penelitian ini dilatar belakangi oleh rendahnya hasil belajar PPKn siswa.  Berdasarkan hasil observasi awal yang dilakukan peneliti di kelas V SDN Lakarsantri I/472 Surabaya, ditemukan adanya permasalahan yakni siswa kurang mampu memahami materi PPKn yang disampaikan guru, siswa pasif hanya mendengarkan materi yang disampaikan guru, kurang adanya interaksi antara guru dengan siswa, dan siswa dengan siswa, siswa kurang berani bertanya dan mengutarakan pendapatnya, serta hasil belajar siswa banyak yang belum maksimal, yaitu 51% atau 19 dari 37 siswa yang hasil belajarnya masih dibawah indikator keberhasilan yang ditentukan (≤75). Permasalahan tersebut disebabkan karena dalam pelaksanaan pembelajaran masih didominasi oleh guru dengan menerapkan model pembelajaran langsung, dimana guru lebih sering menjelaskan dan mentransfer pengetahuan secara keseluruhan kepada siswa tanpa memberikan kesempatan kepada siswa untuk mengkonstruksi pengetahuan yang dipelajarinya melalui suatu kegiatan. Mencermati permasalahan diatas, diberikan solusi yakni dengan menerapkan model pembelajaran Project Based Learning.

Tujuan penelitian ini adalah untuk mendeskripsikan aktivitas guru dan siswa, hasil belajar PPKn, serta kendala-kendala yang muncul selama pelaksanaan pembelajaran dengan menerapkan model pembelajaran Project Based Learning. Jenis penelitian ini adalah Penelitian Tindakan Kelas Kolaboratif yang dilaksanakan secara bersiklus. Setiap siklusnya terdiri dari 3 tahap yaitu perencanaan, pelaksanaan dan pengamatan, dan refleksi. Subjek penelitian ini adalah guru dan siswa kelas V SDN Lakarsantri I/472 Surabaya yang berjumlah 37 Siswa.

Penelitian ini menggunakan 2 siklus. Hasil penelitian menunjukkan bahwa keterlaksanaan aktivitas guru pada siklus I mencapai persentase 100% dengan nilai ketercapaian 75, dan pada siklus II meningkat mencapai persentase 100% dengan nilai ketercapaian 87,5. Hasil keterlaksanaan aktivitas siswa pada siklus I mencapai persentase 100% dengan nilai ketercapaian 77,08, dan pada siklus II meningkat mencapai persentase 100% dengan nilai ketercapaian 89,58. Ketuntasan klasikal hasil belajar PPKn siswa pada siklus I ke siklus II juga mengalami peningkatan. Pada ranah afektif dari 81,08% menjadi 100%, ranah kognitif dari 70,27% menjadi 89,19%, dan ranah psikomotor dari 83,78% menjadi 100%. Dari hasil penelitian dapat disimpulkan bahwa model pembelajaran Project Based Learning berhasil meningkatkan aktivitas guru dan siswa, hasil belajar PPKn, serta kendala-kendala selama pelaksanaan pembelajaran di kelas V SDN Lakarsantri I/472 Surabaya dapat teratasi dengan baik.

Kata Kunci: Project Based Learning, hasil belajar PPkn, sekolah dasar

Abstract 

This research is motivated by the low student learning outcomes of PPKn. Based on the results of preliminary observations conducted by researchers in the fifth grade of SDN Lakarsantri I/472 Surabaya, found a problems namely students still having difficulty understanding of the PPKn topics taught by the teacher, passive students only listening to the topics delivered by the teacher, lack of the interaction between teacher and students, and students with students, and also students don’t dare ask and express their opinions, so that many student’s learning outcomes are not maximal that is 51% or 19 of 37 students whose learning outcomes are still below the specified success indicator (≤75). The problem is caused by the implementation of learning is still dominated by teachers by applying a direct learning model, where teachers more often explain and transfer knowledge as a whole to students without providing opportunities for students to construct the knowledge learned through an activity. Looking at the problems above, a solution is given by applying the Project Based Learning model.

The purpose of this research was to describe the activities of teachers and students, PPKn learning outcomes, and also obstacles that arise during the implementation of learning by applying the Project Based Learning model. This type of research is Collaborative Class Action Research which is carried out on a cycle basis. Each cycle consist of 3 stages namely planning, implementation and observation, and also reflection. The subjects of this research is teachers and fifth grade students of SDN Lakarsantri I/472 Surabaya amounting to 37 Students.

First research reached a percentage of 100% with an achievement value of 75, and in the second cycle increased to a percentage of 100% with a value of achievement is 87,5. The results of the implementation of student’s activities in the first cycle reached a percentage of 100% with the achievement value of 77,08, and in the second cycle increased to a percentage of 100% with the achievement value of 89,58. Classical completeness PPKn student learning outcomes in the first cycle uses 2 cycles. The results of research showed that the implementation of teacher’s activities in the second cycle also increased. In the affective domain from 81,08% to 100%, cognitive domain from 70,27% to 89,19%, and psychomotor domain from 83,78% to 100%. From the results of this research can be concluded that the Project Based Learning model succeeded to improve the teacher’s and student’s activities, PPKn learning outcomes, and also constraints during the implementation of learning in the fifth grade students of SDN Lakarsantri I/472 Surabaya can be resolved well.

Keywords : Project Based Learning, PPKn learning outcomes, elementary school