Analysis of the Implementation of the Joyful Learning Approach in Elementary Schools
DOI:
https://doi.org/10.56480/f5j09h58Keywords:
Joyful Learning, Merdeka Curriculum, Primary SchoolAbstract
This study aimed to analyze the implementation of the Joyful Learning approach in elementary school learning and its impact on students’ learning engagement and classroom atmosphere. The study employed a qualitative approach with a descriptive research design. The participants consisted of teachers and fifth-grade students at an elementary school implementing the Merdeka Curriculum. Data were collected through participatory observation, semi-structured interviews, and document analysis to obtain a comprehensive understanding of classroom learning practices. The collected data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing conducted continuously throughout the research process.The findings indicated that the Joyful Learning approach was implemented consistently through various learning strategies, including creative greetings, educational games, group discussions, collaborative activities, and short reflections at the end of lessons. The application of these strategies created a positive, enjoyable, challenging, and motivating learning environment. This condition contributed to increased student activeness, enthusiasm, and confidence in expressing opinions and participating in learning activities. In addition, the Joyful Learning approach supported the development of more harmonious social interactions between students and teachers, as well as the establishment of a conducive classroom climate. The study concluded that Joyful Learning is a relevant and effective pedagogical approach for supporting meaningful and student-centered learning within the context of the Merdeka Curriculum in elementary schools.
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