Developing a Project-Based Learning Module to Enhance Elementary Students’ Creativity in Indonesian Language Learning

Mulyanto Widodo; Farida Ariyani; Siti Samhati; Figo Fajar Aprian; Siti Asmaul Husna

doi:10.15408/tjems.v13i1.51070

Authors

Mulyanto Widodo Universitas Lampung, Indonesia
Farida Ariyani Universitas Lampung, Indonesia
Siti Samhati Universitas Lampung, Indonesia
Figo Fajar Aprian Universitas Lampung, Indonesia
Siti Asmaul Husna Universitas Lampung, Indonesia

DOI:

https://doi.org/10.15408/tjems.v13i1.51070

Keywords:

creativity, elementary education, Indonesian language learning, instructional module, literary texts, project-based learning, kreativitas, pendidikan dasar, pembelajaran Bahasa Indonesia, modul pembelajaran, teks sastra, pembelajaran berbasis proyek

Abstract

Abstract

This study developed and evaluated a project-based learning (PjBL) module for Grade 5 Indonesian language lessons on the intrinsic elements of literary texts. Following the ADDIE model, the study combined expert validation, limited practicality testing, and a one-group pretest-posttest field trial. Three experts assessed content, language, and media; six teachers and six students joined the limited trial; and 33 students at SDN 3 Karang Anyar, Bandar Lampung, completed the field implementation. Data were collected through validation sheets, observations, questionnaires, interviews, and creativity tests. Aiken’s V coefficients were .765 for content, .776 for language, and .938 for media. Practicality scores were 88% from teachers and 85% from students. Mean creativity scores increased from 37.73 to 88.11, with a normalized gain of .81. The findings provide preliminary evidence that the module is usable and can support creative responses to literary texts, although the single-group design does not permit a causal inference.

Abstrak

Penelitian ini mengembangkan dan mengevaluasi modul pembelajaran berbasis proyek (Project-Based Learning/PjBL) untuk pembelajaran Bahasa Indonesia kelas V pada materi unsur intrinsik teks sastra. Mengikuti model ADDIE, penelitian ini menggabungkan validasi ahli, uji kepraktisan terbatas, dan uji lapangan dengan desain satu kelompok pretest-posttest. Tiga orang ahli menilai aspek materi, bahasa, dan media; enam guru dan enam siswa berpartisipasi dalam uji terbatas; serta 33 siswa di SDN 3 Karang Anyar, Bandar Lampung, mengikuti implementasi di lapangan. Data dikumpulkan melalui lembar validasi, observasi, angket, wawancara, dan tes kreativitas. Koefisien Aiken’s V sebesar 0,765 untuk aspek materi, 0,776 untuk aspek bahasa, dan 0,938 untuk aspek media. Skor kepraktisan mencapai 88% berdasarkan penilaian guru dan 85% berdasarkan penilaian siswa. Rata-rata skor kreativitas meningkat dari 37,73 menjadi 88,11, dengan nilai gain ternormalisasi sebesar 0,81. Temuan ini memberikan bukti awal bahwa modul yang dikembangkan layak digunakan dan berpotensi mendukung respons kreatif siswa terhadap teks sastra, meskipun desain satu kelompok yang digunakan belum memungkinkan penarikan kesimpulan kausal.

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