Analisis Model Project-Based Learning untuk Menumbuhkan Kreativitas Siswa.

Abstract

This article examines how Project-Based Learning (PBL) can be to strengthen students' creativity through a learning design organized into three cycles and contextualized at SDN 1 Selat Penuguan, with Grade V students as the target group of the proposed classroom action research. This study applied a descriptive qualitative method using a library research approach by examining recent journal articles, academic books, and education policy documents obtained through Google Scholar, ERIC, Garuda, and journal databases. The data were analyzed through reduction, thematic categorization, interpretation, and synthesis. The findings indicate that PBL can strengthen creativity because it engages learners in authentic problems, collaborative inquiry, decision making, product development, reflection, and public presentation. The three-cycle design consists of orientation and project planning, exploration and product development, and revision, presentation, and publication. Each cycle supports creativity indicators, including fluency, flexibility, originality, elaboration, risk taking, and creative communication. Successful at SDN 1 Selat Penuguan requires clear project design, teacher scaffolding, creativity-oriented assessment, adequate learning time, and school support.