Pelatihan Menulis Cerita Anak Berbasis Project-Based Learning Bagi Siswa Kelas V MI Pui Santi Asromo

Abstract

This community service program aimed to facilitate the development of creative writing skills among 56 fifth-grade students at MI PUI Santi Asromo Majalengka through a children’s story-writing project using Project-Based Learning (PjBL). Initial observations and discussions with the classroom teacher indicated that students experienced difficulties in generating ideas, organizing narrative elements, developing coherent plots, and expressing ideas confidently in writing. The program was implemented through story exploration, story-map preparation, draft writing, mentoring, peer feedback, revision, and presentation of student work. Evaluation used a descriptive approach based on participation observations, student reflections, story maps, peer-feedback sheets, documentation, and a product-assessment rubric covering narrative structure, idea creativity, and language use. All 56 students completed the story map and initial draft, while 48 students (85%) revised their texts through peer feedback and submitted or presented final products. Forty products (71%) contained identifiable basic story structures. The activity produced a portfolio and a collection of revised children’s stories featuring characters, settings, sequential events, simple conflicts, resolutions, and themes derived from students’ everyday experiences and surroundings. Because no pre-test and post-test measurements were used, the findings are interpreted as descriptions of process and product achievement rather than causal improvement. The program also generated training materials and worksheets that can support continued school literacy activities and Sustainable Development Goal 4 on quality education.

Keywords : children’s story writing, project-based learning, school literacy.

Abstrak

Kegiatan pengabdian kepada masyarakat ini bertujuan memfasilitasi pengembangan keterampilan menulis kreatif 56 siswa kelas V MI PUI Santi Asromo Majalengka melalui proyek menulis cerita anak dengan pendekatan Project-Based Learning (PjBL). Hasil observasi awal dan diskusi dengan guru kelas menunjukkan bahwa siswa masih mengalami kesulitan dalam menemukan ide, mengorganisasi unsur naratif, mengembangkan alur yang runtut, dan mengekspresikan gagasan secara percaya diri. Program dilaksanakan melalui eksplorasi cerita, penyusunan story map, penulisan draf, pendampingan, peer feedback, revisi, dan presentasi karya. Evaluasi menggunakan pendekatan deskriptif berdasarkan observasi partisipasi, refleksi siswa, story map, lembar peer feedback, dokumentasi, serta rubrik penilaian produk yang mencakup struktur cerita, kreativitas ide, dan penggunaan bahasa. Seluruh 56 siswa menuntaskan story map dan draf awal, sedangkan 48 siswa (85%) melakukan revisi berdasarkan peer feedback dan menyerahkan atau mempresentasikan produk akhir. Sebanyak 40 produk (71%) memuat struktur dasar cerita yang dapat diidentifikasi. Kegiatan menghasilkan portofolio dan kumpulan cerita anak hasil revisi dengan tokoh, latar, urutan peristiwa, konflik sederhana, penyelesaian, serta tema yang bersumber dari pengalaman sehari-hari dan lingkungan siswa. Karena kegiatan tidak menggunakan pengukuran pre-test dan post-test, hasil ditafsirkan sebagai deskripsi capaian proses dan produk, bukan bukti peningkatan kemampuan secara kausal. Program juga menghasilkan materi pelatihan dan LKPD yang dapat mendukung keberlanjutan literasi sekolah serta pencapaian SDGs 4 tentang pendidikan berkualitas.

Kata kunci : Menulis cerita anak, Project-Based Learning, literasi sekolah.