IMPLEMENTASI MODEL PROJECT BASED LEARNING (PjBL) BERBASIS KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS V DI SD NEGERI KELAPA LIMA KUPANG

This study aimed to describe the implementation of contextual Project-Based Learning
(PjBL) in improving the science learning outcomes of fifth-grade students at SD Negeri
Kelapa Lima Kupang, to explore students’ responses to the learning process, and to
identify the challenges encountered by teachers during its implementation. This research
employed a descriptive qualitative approach. The participants consisted of 20 students
from Class VC. Data were collected through participatory observation, learning outcome
tests, questionnaires, in-depth interviews, and documentation studies. The data were
analyzed using the Miles and Huberman interactive model, which includes data
reduction, data display, and conclusion drawing.
The findings revealed that the implementation of contextual PjBL was conducted through
three main stages: planning, implementation, and evaluation. The learning process
utilized a simple periscope-making project as a contextual activity to help students
understand the concept of light reflection. The results demonstrated a significant
improvement in students’ learning outcomes, with learning mastery increasing from 45%
(9 students) before the implementation to 80% (16 students) afterward. In addition,
students exhibited highly positive responses, reflected in increased learning motivation,
active participation, collaboration, and engagement throughout the project activities.
However, several challenges were identified, including difficulties in designing projectbased activities, accommodating differences in students’ abilities, managing limited
instructional time and resources, and conducting comprehensive process-based
assessments.
This study concludes that contextual Project-Based Learning is an effective instructional
approach for improving science learning outcomes and fostering meaningful learning
experiences among elementary school students.