Eksplorasi Potensi Design Thinking Dalam Implementasi PjBL di Sekolah Dasar

Abstract

This study aimed to analyse the potential of Design Thinking in supporting Deep Learning and students’ critical thinking skills through the implementation of Project-Based Learning (PjBL) in elementary schools in Yogyakarta. The study employed a qualitative exploratory case study approach. The research was conducted in two elementary schools actively implementing project-based learning practices. Data were collected through non-intervention participatory observations, in-depth interviews, and documentation studies. Data analysis involved data reduction, thematic categorisation, and conclusion drawing through methodological triangulation. The findings indicate that PjBL implementation encouraged active student participation; however, such engagement did not always result in deep learning processes. One school demonstrated a false active learning phenomenon, where students appeared physically active yet lacked reflective and metacognitive engagement. In contrast, the second school demonstrated that teacher-facilitated dialogue, reflection, and idea exploration supported deeper cognitive engagement among students. The findings suggest that Design Thinking possesses strong potential to strengthen PjBL implementation through empathy-building, problem exploration, reflective learning, and iterative solution development, thereby supporting deep learning and critical thinking development in elementary education.