Fourth Grade Primary School Students' Conceptual Understanding in Solving IPAS Problems Through Project-Based Learning Models Reviewed from a Gender Perspective

Abstract

This study aims to analyse the conceptual understanding of Year 4 students in solving IPAS questions through the Project Based Learning (PjBL) model and to review it from a gender perspective at UPT SD Negeri Sumberboto 5. Based on the initial observation results, it was found that IPAS learning was still dominated by conventional and memorisation methods, resulting in low conceptual understanding among students. This study used a qualitative approach with a phenomenological research type to explore students' experiences and meanings. The research subjects were 10 fourth-grade students, consisting of 4 male students and 6 female students. Data collection techniques were carried out through participant observation, in-depth interviews, and documentation. The results showed that the application of the PjBL model was able to significantly improve students' conceptual understanding. From a gender perspective, different but complementary role dynamics were found; male students tended to be more dominant in technical and physical exploration aspects, while female students were more prominent in planning, managerial, and verbal skills.