PENERAPAN PROJECT BASED LEARNING DALAM PEMBELAJARAN SEJARAH KURIKULUM MERDEKA DI SMA LABSCHOOL JAKARTA

Penelitian ini bertujuan untuk mengetahui tentang 1) Penerapan model Project Based Learning dalam Pembelajaran Sejarah Kurikulum Merdeka, 2) Tingkat efektivitas penerapan model Project Based Learning dalam pembelajaran sejarah dan 3) Kendala yang dihadapi guru dalam Penerapan model Project Based Learning dalam Pembelajaran Sejarah Kurikulum Merdeka. Penelitian ini dilakukan di SMA Labschool Jakarta. Penelitian ini menggunakan metode kualitatif dengan dengan rancangan studi kasus dengan teknik pengumpulan data melalui observasi, wawancara dan studi dokumen. Guru dan peserta didik sebagai informan penelitian dengan menggunakan teknis analisis data meliputi kondensasi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa : (1) Dalam penerapan model Project Based Learning pada pembelajaran sejarah Kurikulum Merdeka peserta didik merasa antusias dan dapat membangkitkan jiwa kreativitas mereka dalam belajar di sekolah. Guru yang sudah menerapkan pembelajaran sejarah berbasis proyek dapat membangkitkan siswa untuk memahami peristiwa sejarah jadi hal yang menarik dan tidak membosankan, karena siswa beraktivitas membuat proyek sejarah yang dapat memberikan manfaat selain dapat belajar merekontruksi peristiwa sejarah, para siswa juga dapat menghasilakan proyek pembelajaran sejarah yang berguna bagi masyarakat sekitar. Respon siswa terhadap penerapan pembelajaran sejarah berbasis proyek, siswa merasa nyaman dan menyukai model pembelajaran tersebut, siswa kelas X membuat proyek hasil peninggalan kerajaan Hindu Buddha, siswa kelas XI membuat proyek video kronologi detik-detik Proklamasi Kemerdekaan RI, dalam hal ini proses pembuatan proyek sudah diarahkan dan dijelaskan oleh guru diawal materi pembelajaran. (2) Tingkat efektivitas penerapan pembelajaran sejarah berbasis proyek cukup siginifikan, para siswa merasa pembelajaran berbasis proyek menjadi menarik karena para siswa merasa tertantang untuk menghasilkan proyek sejarah yang bagus dan bermanfaat buat masyarakat, hal ini membangkitkan daya persaingan mereka, dan juga telah menumbuhkan ketertarikan siswa untuk belajar sejarah dan mampu membangun imajinasi serta menumbuhkan literasi sejarah siswa. (3) Dalam penerapan pembelajaran sejarah berbasis proyek terdapat kendala yang dirasakan oleh guru yaitu memerlukan banyak waktu dalam melaksanakan pembelajaran berbasis proyek. v Firlyda Risqi Postgraduate History Education State University of Jakarta ABSTRACT This research aims to investigate: 1) The implementation of the Project Based Learning model in the teaching of History in the Merdeka Curriculum, 2) The level of effectiveness of the implementation of the Project Based Learning model in history education, and 3) The challenges faced by teachers in implementing the Project Based Learning model in the teaching of History in the Merdeka Curriculum. This research was conducted at SMA Labschool Jakarta. The study employed a qualitative method with a case study design, utilizing data collection techniques through observation, interviews, and document analysis. Teachers and students were the research informants, and data analysis techniques included data condensation, data presentation, and drawing conclusions. The research results indicate that: (1) In the implementation of the Project Based Learning model in the history education of the Merdeka Curriculum, students feel enthusiastic and are able to ignite their creativity in learning at school. Teachers who have implemented project-based history education are able to engage students in understanding historical events as something interesting and not dull, as students are engaged in creating historical projects that provide benefits beyond just learning to reconstruct historical events. Students are also able to produce history education projects that are useful for the surrounding community. The student response to the implementation of project-based history education is positive, as students feel comfortable with and enjoy this teaching model. In the case of 10th-grade students, they created projects about the remnants of the Hindu-Buddhist kingdoms, while 11th-grade students created projects involving a video chronology of the moments leading up to the Proclamation of Indonesian Independence. In this context, the project creation process was guided and explained by the teacher at the beginning of the learning material. (2) The level of effectiveness of implementing project- based history education is quite significant. Students find project-based learning interesting because they are challenged to produce meaningful and beneficial historical projects for society. This stimulates their competitive spirit and has also fostered their interest in learning history, enabling them to build imagination and historical literacy. (3) In the implementation of project-based history education, teachers encounter challenges, including the requirement for a substantial amount of time to conduct project-based learning activities