Penerapan Pembelajaran P5 Berbasis Ecoprint Untuk Meningkatkan Kreativitas Membatik Siswa Kelas IV MI
Abstract
This study was motivated by the low level of student creativity in arts learning, particularly in batik-making, and the limited use of methods that integrate local culture and environmental sustainability. This research aims to describe the implementation of the Pancasila Student Profile Strengthening Project (P5) using the ecoprint technique and to determine its effectiveness in improving the creativity of fourth-grade students at MI Miftahul Huda Kutorejo. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model conducted in two cycles with 12 student participants. Data were collected through observation, creativity questionnaires, documentation, and assessment of ecoprint products using Torrance’s four creativity indicators: fluency, flexibility, originality, and elaboration. The results showed an improvement in student creativity across cycles. In Cycle I, the average creativity score was 2.65, categorized mostly as Developing as Expected (BSH). In Cycle II, the average increased to 3.70, with 10 students reaching the Very Well Developed (BSB) category. These findings indicate that the P5 learning model using the ecoprint technique is effective in enhancing student creativity in terms of idea development, color selection, use of natural materials, and artistic expression.
References
Aziz, Mursal, Dedi Sahputra Napitupulu, and Muhammad Qolbi Salim. “Manajemen Holistik Pada Kurikulum Pendidikan Karakter Anak Usia.” Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini 7, no. 2 (2025): 343–51. https://doi.org/https://doi.org/10.35473/ijec.v7i2.3872.
Azwar, Saifuddin. Penyusunan Skala Psikologi. Yogyakarta: Pustaka Pelajar, 2019.
Cahyaningrum and Lestari, “Proyek Penguatan Profil Pelajar Pancasila Sebagai Implementasi Kurikulum Merdeka Di Sekolah Dasar.”
Febrian dkk. Eksplorasi Kreativitas Siswa Melalui Pembelajaran Seni Di Sekolah Dasar Menunjukkan Bahwa Ketika Pembelajaran Seni Budaya Kurang Eksploratif, Siswa Belum Maksimal Dalam Menunjukkan Kreativitas Mereka (2025).
Hidayat, Tatang., dan Sulasmi, Endang. Implementasi Pembelajaran Seni Budaya Di Sekolah Dasar: Tantangan Dan Strategi Guru. Jurnal Pendidikan Dasar 12, No. 1 (2022).
Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi. Panduan Implementasi Projek Penguatan Profil Pelajar Pancasila Di Sekolah Dasar. Jakarta: Kemendikbudristek. 2023.
Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi. Panduan Penguatan Profil Pelajar Pancasila. Jakarta: Kemendikbudristek, 2022.
Kunandar. Penilaian Autentik (Penilaian Hasil Belajar Peserta Didik). Jakarta: RajaGrafindo Persada, 2015.
Kurniawan, M. Khabibun Najib, Nur Fajrie, Dan Ika Oktavianti. “Eksplorasi Kreativitas Siswa Dalam Seni Ecoprint Di Sekolah Dasar.” Pendas: Jurnal Ilmiah Pendidikan Dasar 10, No. 1 (2025).
R. Angga Bagus Kusnanto et al., “Pemanfaatan Bahan Alami Untuk Pengembangan Ecoprint Dalam Mendukung Kreativitas Siswa Dan Guru Sdn Bumirejo.”
Rusman. Model-Model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Press, 2020.
Stephanie Bell, “Project-Based Learning for the 21st Century: Skills for the Future,” The Clearing House 83, No. 2 (2010): 39–43.
Suyanto, Agus, Dan Sri Wahyuni, “Implementasi Projek Penguatan Profil Pelajar Pancasila Dalam Kurikulum Merdeka Di Sekolah Dasar,” Jurnal Pendidikan Dasar Indonesia 8, No. 2 (2023): 145–156.
Torrance, E. Paul. Torrance Tests of Creative Thinking. Lexington, MA: Personnel Press, 1974.
Utami Munandar, Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta, 2019.
Y. Ningsih, “Ecoprint Sebagai Metode Pembelajaran Kreatif Di Sekolah Dasar,” Jurnal Pendidikan Dasar Nusantara 8, No. 1 (2024): 23–36.
