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Indonesian Journal of Education Methods Development

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Section Elementary Education Method

Implementation Of Project Based Learning (PjBL) Model to The Motor Skills of Third Grade at Elementary School

Penerapan Model Pembelajaran Project Based Learning (PjBL) Untuk Kemampuan Motorik Peserta Didik Kelas III Di Sekolah Dasar
Vol. 21 No. 3 (2026): August:
DOI : https://doi.org/10.21070/ijemd.v21i3.1149
Published : Sep 21, 2026

Himmatun Nisa’ (1), Tri Linggo Wati (2)

(1) Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo, Indonesia
(2) Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo, Indonesia
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Abstract:

General Background: Motor skills are an important component of students’ learning development and require learning activities that provide opportunities for direct practice. Specific Background: At SDN Kesambi, students’ motor skills were relatively low, while classroom learning tended to rely on lectures and worksheets and had not previously implemented Project Based Learning (PjBL). Knowledge Gap: The absence of PjBL implementation at the research site provided a contextual need to examine its use through practical learning activities. Aims: This study aims to examine the implementation of the Project Based Learning model to develop the motor skills of third-grade students at SDN Kesambi through tempe-making activities. Results: This Classroom Action Research involved 25 third-grade students and was conducted in two cycles using observation, interviews, and documentation. Motor skill achievement increased from 16% in the pre-cycle to 36% in Cycle I and 80% in Cycle II, exceeding the 75% success indicator. Improvements in Cycle II were reflected in students’ ability to follow the tempe-making steps, mix yeast evenly, package the soybeans neatly, and perform the activities more independently and carefully. Novelty: The study applies PjBL through a practical tempe-making project to develop motor skills in a third-grade elementary classroom. Implications: The findings indicate that practical project activities can provide opportunities for students to actively practice coordinated, careful, and independent movements within elementary learning.
Key Findings Highlights



  1. Achievement progressed from 16% before the action to 80% after two cycles.

  2. Twenty of 25 students reached the 75% completion criterion in Cycle II.

  3. Learners became more orderly, careful, independent, and skillful during tempe preparation.


Keywords : Project Based Learning, Motor Skills, Elementary Education, Classroom Action Research, Tempe Making

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