DESAIN PEMBELAJARAN PRAKARYA DENGAN PENDEKATAN PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KREATIVITAS PESERTA DIDIK KELAS VIII DI SMP TAHTA SYAJAR KOTA BEKASI

KARIMULLOH, . (2026) DESAIN PEMBELAJARAN PRAKARYA DENGAN PENDEKATAN PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KREATIVITAS PESERTA DIDIK KELAS VIII DI SMP TAHTA SYAJAR KOTA BEKASI. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

	Text Cover.pdf Download (3MB)
	Text BAB 1.pdf Download (777kB)
	Text BAB 2.pdf Restricted to Registered users only Download (755kB) | Request a copy
	Text BAB 3.pdf Restricted to Registered users only Download (700kB) | Request a copy
	Text BAB 4.pdf Restricted to Registered users only Download (3MB) | Request a copy
	Text BAB 5.pdf Restricted to Registered users only Download (513kB) | Request a copy
	Text Daftar Pustaka.pdf Download (305kB)
	Text Lampiran.pdf Restricted to Registered users only Download (3MB) | Request a copy

Abstract

Penelitian ini bertujuan menghasilkan desain pembelajaran Prakarya berbasis Project-Based Learning (PjBL) yang layak, praktis, dan menunjukkan indikasi efektivitas awal dalam mendukung kreativitas peserta didik kelas VIII SMP Tahta Syajar Kota Bekasi pada materi pengolahan limbah anorganik. Penelitian menggunakan metode Research and Development dengan model Dick, Carey, dan Carey. Tujuh elemen desain esensial Gold Standard PjBL Larmer, Mergendoller, dan Boss (2015) digunakan sebagai acuan kualitas desain proyek, sedangkan Canva dan Padlet diintegrasikan sebagai bagian dari lingkungan belajar digital untuk mendukung ideasi, visualisasi desain, dokumentasi, umpan balik, refleksi, revisi, dan publikasi produk. Evaluasi formatif meliputi evaluasi ahli, uji satu-satu, uji kelompok kecil, dan uji lapangan terbatas terhadap 44 peserta didik dalam satu pertemuan menggunakan desain one-group pretest-posttest. Data dikumpulkan melalui lembar evaluasi ahli, angket respons peserta didik, tes kognitif, rubrik kreativitas berbasis kinerja, dan catatan evaluasi formatif, kemudian dianalisis menggunakan statistik deskriptif, uji beda, dan N-Gain. Hasil penelitian menunjukkan bahwa desain memperoleh penilaian layak dan respons peserta didik sebesar 92,73%. Rata-rata skor kreativitas berubah dari 56,39 menjadi 86,65 dengan NGain sebesar 0,725, sedangkan rata-rata skor kognitif berubah dari 63,30 menjadi 75,34 dengan N-Gain sebesar 0,261. Catatan evaluasi formatif menunjukkan bahwa konteks autentik dan dukungan visual diterima dengan baik, sedangkan alokasi waktu, penyelidikan berkelanjutan, kritik dan revisi, refleksi, serta publikasi produk masih perlu diperkuat. Dengan demikian, desain pembelajaran dinilai layak dan praktis serta menunjukkan indikasi awal dalam mendukung kreativitas peserta didik. Namun, efektivitas jangka panjang dan hubungan kausal masih memerlukan pengujian melalui pelaksanaan beberapa pertemuan dan kelompok pembanding. ***** This study aimed to develop a feasible and practical Project-Based Learning (PjBL)-based instructional design for Craft Education that demonstrated preliminary indications of effectiveness in supporting the creativity of eighth-grade students at SMP Tahta Syajar, Bekasi City, in the topic of inorganic waste processing. The study employed a Research and Development method using the Dick, Carey, and Carey model. The seven essential project design elements of Gold Standard PjBL proposed by Larmer, Mergendoller, and Boss (2015) were used as quality criteria for project design, while Canva and Padlet were integrated as part of a digital learning environment to support ideation, design visualization, documentation, feedback, reflection, revision, and product publication. The formative evaluation consisted of expert review, one-to-one evaluation, small-group evaluation, and a limited field trial involving 44 students in a single session using a onegroup pretest–posttest design. Data were collected through expert evaluation sheets, student response questionnaires, cognitive tests, a performance-based creativity rubric, and formative evaluation notes. The data were analyzed using descriptive statistics, difference testing, and N-Gain analysis. The results showed that the instructional design was rated feasible and received a student response score of 92.73%. The mean creativity score increased from 56.39 to 86.65, with an N-Gain of 0.725, while the mean cognitive score increased from 63.30 to 75.34, with an N-Gain of 0.261. Formative evaluation notes indicated that the authentic context and visual support were positively received, whereas time allocation, sustained inquiry, critique and revision, reflection, and product publication still required further strengthening. Therefore, the instructional design was considered feasible and practical and demonstrated preliminary indications of supporting students’ creativity. However, its long-term effectiveness and causal effects require further investigation through implementation across multiple sessions and the inclusion of a comparison group.

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Khaerudin, M.Pd. ; 2). Prof. Dr. Eveline Siregar, M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Aneka Ragam tentang Pendidikan Teknologi dan Ilmu Terapan > Teknologi (umum) > Teknologi Pendidikan
Divisions:	FIP > S2 Teknologi Pendidikan
Depositing User:	KARIMULLOH .
Date Deposited:	28 Aug 2026 10:37
Last Modified:	28 Aug 2026 10:37
URI:	http://repository.unj.ac.id/id/eprint/72397

Actions (login required)

View Item