Analisis Model PjBL Untuk Meningkatkan Pembelajaran Terdiferensiasi di Sekolah Dasar

The application of relevant learning models in Civic Education (PKn) in elementary schools is an important challenge in accommodating the diversity of learning styles and levels of understanding among students. This study aims to analyze the effectiveness of integrating the PjBL model with differentiated learning strategies in improving student engagement, conceptual understanding, and social skills. The research used a descriptive qualitative approach with students in grade II of SDN 243 Cicabe, Bandung City, as the subjects. Data were collected through participatory observation, in-depth interviews with teachers and students, and review of project product documents. Data analysis was conducted using the Miles & Huberman interactive model (Qomaruddin and Sa’diyah, 2024), which includes data reduction, data presentation, and conclusion drawing, and was reinforced through source and technique triangulation to ensure validity. The results showed that the differentiated application of PjBL was able to transform learning from a passive to an active pattern, increase the dynamics of interaction and teamwork, foster self-confidence, and deepen understanding of the value of responsibility in protecting the environment. In addition, the structured team roles and rubric assessment strategies encouraged equal involvement in accordance with the students' learning characteristics. These findings confirm that PjBL integrated with differentiation is an effective strategy to support the implementation of the Merdeka Curriculum, as it not only improves cognitive learning outcomes but also shapes students' social skills and reflective attitudes. This study recommends further research using quantitative or mixed-method approaches so that the impact of differentiated PjBL integration can be measured more comprehensively and applied to various contexts of citizenship education in elementary schools.