Implementation of the Belajar Bersama Alam Method and Its Effect on Student Learning Creativity in Class V B at Sekolah Alam Insan Mulia Lubuklinggau

Abstract

This study aims to describe the implementation of the Belajar Bersama Alam (BBA) method and its impact on students' learning creativity, alongside identifying the influencing factors. Employing a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and documentation involving a teacher, three students, and the principal as informants. Data were analyzed using Miles and Huberman's interactive model and validated via triangulation. The findings reveal that BBA is systematically implemented through planning, execution, and evaluation stages, utilizing the natural environment as the primary learning laboratory. Results indicate that 11 out of 17 students demonstrated significant creative development across fluency, flexibility, originality, and elaboration indicators. However, six students remained suboptimal due to internal psychological barriers, such as the fear of making mistakes and low self-confidence, compounded by limited individual teacher scaffolding. Conversely, psychological safety, intrinsic motivation, and the rich natural environment served as primary supporting factors. Ultimately, while BBA provides an exceptional ecological stimulus for divergent thinking, maximizing its impact requires differentiated psychological support to accommodate diverse student characteristics.