Strategi guru dalam implementasi pembelajaran mendalam melalui project-based learning pada mata pelajaran IPAS kelas V

Abstract

Science and Social Studies (IPAS) learning in elementary schools still faces challenges in presenting abstract concepts, requiring learning strategies that encourage active, meaningful, and student-centered learning. This study aimed to describe teachers' strategies in implementing Deep Learning through the Project Based Learning (PjBL) model in Grade V IPAS learning at SD Negeri Pruwatan 05. This study employed a qualitative method with a descriptive approach and case study design. The research subjects consisted of the Grade V teacher as the primary subject and Grade V students as supporting subjects. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman interactive model. Data validity was established through source, technique, and time triangulation. The findings showed that the teacher's strategies in implementing Deep Learning through the PjBL model were well implemented in the planning, implementation, and evaluation stages. The teacher applied the principles of mindful, meaningful, and joyful learning through systematic lesson planning, project activities that actively involved students, and evaluation of both the learning process and outcomes. These findings indicate that the integration of Deep Learning and PjBL can support active and meaningful IPAS learning in elementary schools.