Tri Murtiningsih, Sutrisno Wibawa

Implementasi Model PjBL dan Media Flipbook pada Pelajaran Pendidikan Pancasila untuk Meningkatkan Motivasi Belajar Siswa

Introduction

Implementasi model pjbl dan media flipbook pada pelajaran pendidikan pancasila untuk meningkatkan motivasi belajar siswa. Tingkatkan motivasi belajar siswa kelas 2 SD dalam Pendidikan Pancasila dengan model PjBL dan media flipbook digital. Penelitian ini efektif meningkatkan semangat dan keterlibatan siswa.

Abstract

The purpose of this study was to examine the implementation of the Project Based Learning (PjBL) model integrated with digital learning media in the form of flipbooks to enhance the learning motivation of second-grade students at SD Negeri Jetis in Pancasila Education subject during the 2024/2025 academic year. This study employed a Classroom Action Research (CAR) method with a mixed-method approach combining qualitative and quantitative data. The qualitative method utilized observation sheets and interviews for data collection, while the quantitative method used tests. Each cycle consisted of four stages: planning project-based learning, implementing activities using flipbooks, observing student activities and responses, and reflecting for improvements in the subsequent cycle. The subjects of this study were 28 second-grade students, consisting of 14 male students and 14 female students. The results showed an increase in student learning motivation from cycle I to cycle II, with each cycle consisting of two meetings, where the average motivation score increased from 68.5 to 85.2. Data obtained through interviews and observations indicated that the implementation of the PjBL model supported by digital flipbook media proved effective in enhancing learning enthusiasm, active student engagement in the learning process, and their understanding of Pancasila values. Recommendations for future research include the utilization of digital flipbook learning media to improve student comprehension in Pancasila Education.

Review

The paper "Implementasi Model PjBL dan Media Flipbook pada Pelajaran Pendidikan Pancasila untuk Meningkatkan Motivasi Belajar Siswa" presents a timely and relevant investigation into enhancing student learning motivation in Pancasila Education. The study clearly articulates its objective: to examine the effectiveness of integrating Project Based Learning (PjBL) with digital flipbooks for second-grade students. The application of a Classroom Action Research (CAR) methodology, combined with a mixed-method approach, is well-suited to the study's practical context and aim of iterative improvement. The reported findings, indicating a notable increase in student learning motivation from cycle I to cycle II (68.5 to 85.2), suggest a positive impact of the intervention, further supported by qualitative data on increased enthusiasm and active engagement. While the chosen methodology is appropriate, several aspects could benefit from further detail and clarification. Firstly, the abstract mentions "tests" as part of the quantitative method, but it is unclear whether these tests specifically measured learning motivation or content knowledge. Clarifying the instrument used to quantify motivation, along with its specific scoring range or maximum possible score, would significantly enhance the interpretability and validity of these numerical results. Secondly, although interviews and observations provided valuable qualitative insights into enthusiasm and engagement, their specific role in supporting or triangulating the quantitative motivation scores could be more explicitly detailed. Lastly, the abstract mentions an improvement in "understanding of Pancasila values" in the qualitative findings; while positive, its direct relationship or causal link to the measured "learning motivation" could be more explicitly discussed. Despite these minor points for clarification, the study offers valuable insights for educators and policymakers seeking innovative approaches to Pancasila Education. The successful integration of PjBL and digital flipbooks demonstrates a promising avenue for fostering student motivation and engagement, particularly in the digital age. The findings underscore the potential of combining pedagogical models with appropriate technological tools to create dynamic learning environments. For future research, it would be beneficial to delve deeper into the specific elements of PjBL or flipbook design that most effectively contribute to motivation. Expanding the scope to include a longer-term follow-up on motivation and comprehension, or exploring the application of this model in different subjects or grade levels, would further enrich the understanding of its broader applicability and sustained impact.

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