Elisabeth Lis, Akbar Al Masjid, Ana Fitrotun Nisa, Berliana Henu Cahyani

Project-Based Learning Based on Relief Shibi Jataka to Develop Illustrated Story Products for Elementary School Students

Introduction

Project-based learning based on relief shibi jataka to develop illustrated story products for elementary school students. Pelajari implementasi Project-Based Learning berbasis relief Jataka Candi Borobudur untuk mengembangkan cerita bergambar, kreativitas visual, dan nilai moral siswa SD. Efektif untuk pendidikan karakter & literasi budaya.

Abstract

Potensi relief Jataka Candi Borobudur sebagai sumber belajar moral dan sejarah belum dimanfaatkan secara optimal dalam pembelajaran di sekolah dasar, yang cenderung masih bersifat tekstual. Penelitian ini bertujuan untuk mendeskripsikan implementasi model Project-Based Learning (PjBL) berbasis cerita relief Jataka untuk mengembangkan produk cerita bergambar, kreativitas visual, dan internalisasi nilai-nilai moral siswa. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus pada siswa sekolah dasar. Pengumpulan data dilakukan melalui observasi partisipan, wawancara mendalam, dan analisis dokumentasi produk. Teknik analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi, penyajian, dan verifikasi data. Hasil penelitian menunjukkan bahwa kegiatan eksplorasi relief, diskusi, dan bermain peran meningkatkan partisipasi aktif siswa. Produk cerita bergambar yang dihasilkan mempresentasikan kreativitas visual yang orisinal serta pemahaman mendalam terhadap alur cerita dan pesan moral. Siswa mampu menghubungkan nilai-nilai seperti kejujuran, gotong royong, dan kegigihan dengan konteks kehidupan sehari-hari. Kesimpulannya, PjBL berbasis cerita Jataka efektif sebagai strategi pembelajaran karakter dan literasi budaya. Penelitian ini berkontribusi dalam menawarkan model pembelajaran kontekstual berbasis kearifan lokal yang mengintegrasikan aspek seni dan pendidikan karakter bagi siswa.

Review

This paper presents a compelling and timely exploration of a Project-Based Learning (PjBL) model that innovatively leverages the underutilized potential of Borobudur's Jataka reliefs. Addressing the acknowledged limitation of textual-heavy moral and historical education in elementary schools, the research successfully demonstrates how a culturally rich artifact can be transformed into a dynamic learning resource. The central objective to describe the implementation of PjBL based on these relief stories, aiming to cultivate illustrated story products, visual creativity, and the internalization of moral values, is clearly articulated and highly relevant to contemporary educational needs focused on holistic development. The methodology employed, a qualitative approach using a case study design with elementary school students, is well-suited to the descriptive nature of the research. Data collection methods including participant observation, in-depth interviews, and product documentation analysis offer a robust triangulation strategy, while the use of the interactive Miles and Huberman model for data analysis further strengthens the rigor of the qualitative findings. The results are particularly encouraging, indicating that activities such as relief exploration, discussion, and role-playing significantly boost active student participation. Furthermore, the illustrated story products not only showcased original visual creativity but also a profound understanding of narrative structure and moral messages, facilitating students' ability to connect values like honesty, teamwork, and perseverance to their daily lives. In conclusion, this research makes a significant contribution to the fields of pedagogy and character education by offering an effective, contextual learning model rooted in local wisdom. The integration of artistic expression, cultural literacy, and character development within a PjBL framework is a powerful testament to the model's potential. By providing a tangible example of how rich cultural heritage can be integrated into meaningful educational experiences, the study offers valuable insights for educators seeking innovative strategies to foster creativity, critical thinking, and moral development in elementary school students, ultimately advocating for a more engaging and culturally relevant approach to learning.

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