ABSTRAK
Tujuan penelitian ini adalah; (1) meningkatkan nilai proses siswa pada pembelajaran IPA tentang energi melalui penggunaan model project based learning dengan media benda konkret pada siswa kelas IV; (2) meningkatkan hasil belajar IPA tentang energi melalui penggunaan model project based learning dengan media benda konkret pada siswa kelas IV (3) mendeskripsikan penggunaan model project based learning dengan media benda konkret dalam peningkatan pembelajaran IPA tentang energi pada siswa kelas IV; (4) mendeskripsikan kendala dan solusi dalam penggunaan model project based learning dengan media benda konkret dalam peningkatan pembelajaran IPA tentang energi pada siswa kelas IV.
Penelitian ini merupakan penelitian tindakan kelas kolaboratif. Penelitian dilaksanakan dalam tiga siklus, setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah siswa kelas IV SDN Pucung Kidul 03 yang berjumlah 21 siswa. Data berasal dari siswa, guru, teman sejawat, dan peneliti. Teknik pengumpulan data adalah tes, wawancara, observasi, dan dokumen. Validitas data menggunakan triangulasi data dan sumber.
Hasil penelitian menunjukkan bahwa; (1) peningkatan nilai proses siswa pada pembelajaran IPA dari 66,67% pada siklus I menjadi 88,10% pada siklus II, dan meningkat menjadi 100% pada siklus III; (2) penggunaan model project based learning dengan media benda konkret dapat meningkatkan hasil belajar IPA, terbukti dari pretest 19,15% meningkat menjadi 69,05% pada siklus I, 88,09% pada siklus II, dan 100% pada siklus III.;  (3) penggunaan model project based learning dengan media benda konkret dilaksanakan dengan langkah-langkah (a) guru menyajikan masalah dengan menggunakan media benda konkret yang sudah dipersiapkan sebelumnya;  (b) guru dan siswa menyusun perencanaan proyek dengan memanfaatkan media benda konkret; (c) guru dan siswa menyusun jadwal proyek; (d) siswa melaksanaan proyek dengan memanfaatkan media benda konkret (e) siswa mempresentasikan hasil proyek; (f) guru dan siswa melakukan evalusi terhadap hasil proyek; dan (4) kendala dalam penelitian ini adalah ada beberapa siswa yang tidak mengamati media benda konkret yang disajikan guru, siswa masih kurang lancar dalam mempresentasikan hasil proyek. Solusi yang dilakukan yaitu mengarahkan guru agar memotivasi siswa untuk berani mempresentasikan hasil proyek dan mengamati media benda konkret.
Simpulan penelitian ini adalah penggunaan model pembelajaran project based learning dengan media benda konkret dapat meningkatkan pembelajaran IPA pada siswa kelas IV SDN Pucung Kidul 03 tahun ajaran 2014/ 2015
Kata kunci: Project Based Learning, Media Benda Konkret, Pembelajaran, IPA
ABSTRACT
The objectives of this study are: (1) to improve natural science learning about energy through project based learning model using concrete media to the fourth grade students (2) to improve the students’ learning outcomes of natural science subject about energy through the implementation of project based learning model using concrete media to the fourth grade students (3) to describe the implementation of project based learning model using concrete media in improving natural science learning about energy to the fourth grade students, (4) to describe problems and solutions in the implementation of project based learning model using concrete media in improving natural science learning about energy to the fourth grade students.
This study was collaborative Classroom Action Research (CAR) conducted in three cycles consisting of planning, implementation, observation and reflection. Subjects of the study were 21 students of fourth grade in SDN 03 Pucung Kidul. Sources of data in this study were derived from students, teachers, colleagues and researcher. Data collection techniques were tests, interviews, observation and documents. Validity of data applied by using triangulation of data and sources.
The results of the study indicate that: (1) the increase of students’ learning process score value in teaching learning process of natural science was from 66.67% in cycle I to 88.10% in cycle II and 100% in cycle III; (2) The implementation of project based learning model using concrete media can improve natural science learning of fourth grade students, proved from pretest 19.15% increased to 69.05% in the first cycle, 88.09% in the second cycle; (3) the implementation of project based learning model using concrete media was conducted through the following steps: (a) the teacher provide problems using concrete media prepared previously, (b) the teacher and the students plan a project using the concrete media, (c) the teacher and the students arrange the schedule of the project, (d) the students conduct the project using the concrete media, (e) the students present the result of the project, (f) the teacher and the students evaluate the result of the project; (4) the problems in this study were there were some students who did not observe the concrete media given by the teacher and the students were hesitated in presenting the result of the project. The solution for the problems done is by guiding the teacher to motivate the students to present the result of the project and to observe the concrete media.
The conclusion of the study is the implementation of project based learning model using concrete media can improve natural science learning process at the fourth grade students of SDN Pucung Kidul 03 in the academic year of 2014/2015.
Keywords: project based learning, concrete media, teaching learning process, Natural Science