Enhancing IPAS Learning Outcomes Through Project-Based Learning Model at MI LSMMI Paga

Abstract

This Classroom Action Research (CAR) aims to explore the implementation of the Project-Based Learning (PJBL) model to enhance the learning outcomes of Integrated Natural Sciences and Social Studies (IPAS) at MI LSMMI Paga. The PJBL model focuses on students actively exploring real-world problems and challenges, thus fostering critical thinking, collaboration, and practical application of knowledge. The research was carried out in two cycles, each involving planning, implementation, observation, and reflection. Data was collected through classroom observations, student performance assessments, and interviews with both students and teachers. The findings indicate that the use of PJBL significantly improved student engagement, conceptual understanding, and problem-solving abilities in IPAS. By working on group projects that connected theoretical knowledge to practical issues, students were able to deepen their understanding of various IPAS topics, such as ecosystems, geography, and human impact on the environment. Furthermore, the collaborative nature of PJBL enhanced teamwork and communication skills among students. The study concludes that Project-Based Learning is an effective pedagogical approach for teaching IPAS, as it encourages active participation, fosters deeper learning, and prepares students for real-life challenges. The results of this research provide valuable insights for educators looking to implement more interactive and student-centered teaching methods in science and social studies education.