PENINGKATAN KREATIVITAS PESERTA DIDIK KELAS VI PADA MATERI IPAS MELALUI MODEL PEMBELAJARAN PJBL DI SDN SAWOJAJAR 1 KOTA MALANG

The educational process cannot be separated from a teaching and learning activity.
There are two factors that make children less creative, namely internal factors
(which come from within the students) and external factors (which come from the
environment around the students). Focusing on the problems researchers will create
learning strategies that can provide solutions and of course involve students
actively, innovatively and creatively. Learning aims to increase the creativity of
students. In the independent curriculum more emphasis on two learning models
namely Project Based Learning (PJBL) and Problem Based Learning (PBL). In this
regard, the professional competence of a teacher is needed, when choosing
models, methods and learning media to achieve the expected learning objectives.
The research model used by researchers in this study is the action research model
class Kemmis and Mc Taggart. This research was conducted during II cycles with
four interrelated stages in each cycle, namely: planning, action, observation, and
finally reflection. The subjects of this study were students of class VI at SDN
Sawojajar 1 Malang City for the 2022/2023 academic year, which consisted of 30
students. Consists of 12 male students and 18 female students. The object of this
research is the creativity of students in the learning process. The results of product
assessments produced by students showed that the ability to sketch pottery, the
neatness of paint on pottery, the attitude of responsibility and discipline increased
most significantly. The ability to sketch pottery is increased by 35%. The neatness
of the paint on the pottery increased by 41%. Aspects of attitude of responsibility
and discipline increased by 24%. The suitability of the material produced by students
in both cycle I and cycle II all shows the achievement of learning objectives with the
material being studied. The results of the analysis of the data obtained during the
evaluation showed an increase in learning outcomes from cycle I to cycle II. From
the classical percentage in cycle I, it showed that 22 out of 30 students completed
or 73% percent fulfilled the KKM. In cycle II there was an increase from 30 students
who completed to 28 students or 93% percent, only 2 students remained who had
not fulfilled the KKM.