Fostering Wellbeing and Creativity through Project-BasedIPAS Learning on the Digestive System

Abstract

Science and Social Studies (IPAS) learning at the elementary level often tends to be theoretical and less
engaging, resulting in low levels of student creativity and wellbeing. This study aims to describe the implementation of the Project-Based Learning (PJBL) model in IPAS learning on the topic of the human
digestive system in fifth-grade elementary school students, to analyze the forms of student creativity
in making digestive system teaching aids, and to explore the relationship between active student engagement in projects and aspects of student wellbeing, such as learning enthusiasm, collaboration, and
self-confidence. This research used a descriptive qualitative approach with data collection techniques
including observation, interviews, and documentation. The results showed that the implementation of
PJBL successfully activated students during the learning process, fostered original ideas, encouraged the
creative use of simple materials, and promoted innovation in the creation of teaching aids. Furthermore, active student engagement in the project was strongly linked to improvements in student wellbeing
aspects, with 91% of students demonstrating high learning enthusiasm, 94% showing effective collaboration, and 82% expressing greater self-confidence during project presentations. These findings indicate
that PJBL is effective not only in strengthening students’ conceptual understanding of IPAS but also in
simultaneously fostering creativity and emotional wellbeing among elementary school students.