The Effectiveness of Project-Based Learning on Early Childhood Problem-Solving Skills: An Experimental Study

Fatiya; Nur  Hayati

doi:10.57092/ijetz.v4i2.397

Authors

Fatiya Universitas Negeri Yogyakarta
Nur Hayati Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.57092/ijetz.v4i2.397

Keywords:

Early Childhood, Experimental Study, Problem Solving Skills, Project-Based Learning

Abstract

Problem-solving skills are important to be stimulated early on. Problem-solving skills can be stimulated through project learning activities. This study aims to determine the effectiveness of project-based learning on the problem-solving ability of Group B children at TKIT Salman Al Faris I. This type of research is quantitative, and the research design used is the Group Pretest-Posttest Design, with a population of 45 children and a sample of 20 children. The sampling technique employed was purposive sampling, and data collection methods included tests, documentation, and observation. Data analysis involved testing the research hypothesis using a t-test. The results showed that the project learning treatment was effective in improving problem-solving ability. These results were obtained from the pre-test, which had an average value of 65, and the post-test results after treatment had an average of 106, with a minimum gain of 30 points and a maximum value of 120 points. Then, the results of the project learning on problem-solving ability obtained a significant value of 0.000, which indicates a statistically significant value. 0.000 < 0.05 (2-tailed). Having the ability to solve problems will help children to become quality resources. This research demonstrates that project-based learning is effective in enhancing Group B’s problem-solving skills at TKIT Salman Al Faris I.

Downloads

Download data is not yet available.

References

Adillah, G., Ridwan, A., & Rahayu, W. (2022). Content Validation through Expert Judgement of an Instrument on the SelfAssessment of Mathematics Education Student Competency. International Journal of Multicultural and Multireligious Understanding, 9(3), 780–790. https://doi.org/10.18415/ijmmu.v9i3.3738

Aisyah, S., Tatminingsih, S., Chandrawati, T., & Novita, D. (2024). Stimulating Strategy High-order Thinking Skills in Early Childhood Education by Utilizing Traditional Games. JPUD - Jurnal Pendidikan Usia Dini, 18(1), 64–80. https://doi.org/10.21009/jpud.181.05

Akyol, T., Şenor, F. B., & Can YAŞAR, M. (2022). The Effect of Project Approach-Based Education on Children’s Early Literacy Skills. International Journal of Contemporary Educational Research, 9(2), 248–258. https://doi.org/10.33200/ijcer.1024470

Amalia, E. (2023). Experiential Learning In Kindergarten. Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, University of Pitești, Pitești, Romania, 5, 684–692. https://doi.org/10.15405/epes.23045.69

Ananta, V., Krisda, Sumiah, & Kurniawa, W. (2023). Role of Parents In Learning Spirit Early Childhood. International Journal of Education and Teaching Zone, 2(2), 332–340. https://doi.org/10.57092/ijetz.v2i2.82

Anggereini, E., Yelianti, U., & Hermaya, I. (2023). Pro-Environmental Behavior Learning by Using a Mini Research Project and Its Impact on Problem Solving Abilities. JPI (Jurnal Pendidikan Indonesia), 12(1), 59–67. https://doi.org/10.23887/jpiundiksha.v12i1.50163

Arisadewi, M. D., Jampel, I. N., & Antara, P. A. (2019). Pengaruh Metode Proyek Terhadap Kemampuan Pengukuran Anak Kelompok B Gugus Cempaka Kecamatan Kuta Utara. Jurnal Pendidikan Anak Usia Dini Undiksha, 7(2), 185. https://doi.org/10.23887/paud.v7i2.18993

Baroody, A. J. (2017). The Use of Concrete Experiences in Early Childhood Mathematics Instruction. Advances in Child Development and Behavior, 53, 43–94. https://doi.org/10.1016/bs.acdb.2017.03.001

Chukwudi, O., Idochi, O., & Sylvia, I. O. (2019). Effect Of Sample Sizes On The Empirical Power Of Some Tests Of Homogeneity Of Variances. International Journal of Mathematics Trends and Technology, 65(6), 119–134. https://doi.org/10.14445/22315373/ijmtt-v65i6p518

Chumsukon, M. (2020). The Development of Problem Solving Skills through Problem-Based Learning in Economics in School Course. International Journal of Emerging Issues in Early Childhood Education, 1(1), 33–40. https://doi.org/10.31098/ijeiece.v1i1.43

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed)

Crespí, P., García-Ramos, J. M., & Queiruga-Dios, M. (2022). Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education. Journal of New Approaches in Educational Research, 11(2), 259–276. https://doi.org/10.7821/naer.2022.7.993

Dorji, P., Gyeltshen, C., Sanyasi, G. D., Sithub, P., Dema, T., Yangzom, ., & Choden, Y. (2020). The Impact of Early Child Care and Development Education on Cognitive, Psychomotor, and Affective Domains of Learning. Asian Journal of Education and Social Studies, 12(1), 29–38. https://doi.org/10.9734/ajess/2020/v12i130303

Erma, W., Tegeh, I. M., & Ujianti, P. R. (2018). Pengaruh Pendekatan Saintifik Terhadap kemampuan Pemecahan Masalah Pada Anak Kelompok B di Taman Kanak-Kanak. Jurnal Pendidikan Anak Usia Dini Undiksha, 6(2), 241–250. https://doi.org/10.23887/paud.v6i2.15314

Febriana Kurniawati, F., Surifah, J., Tohani, E., & Rolina, N. (2024). Enhancing Logical Thinking in Preschoolers: The Educational Block Media Approach. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 9(1`), 63–72. https://doi.org/10.14421/jga.2024.91-06

González, M. J., & León, S. M. (2020). Aprendizaje por proyectos como metodología para una escuela inclusiva e intercultural. Revista Educação, Pesquisa e Inclusão, 1(1), 23. https://doi.org/10.18227/2675-3294repi.v1i1.6266

Haenilah, E. Y., Yanzi, H., & Drupadi, R. (2021). The Effect of the Scientific Approach-Based Learning on Problem Solving Skills in Early Childhood: Preliminary Study. International Journal of Instruction, 14(2), 289–304. https://doi.org/10.29333/iji.2021.14217a

Haoyue, W., & Oyam, D. M. A. (2024). The Role of Play-Based Learning in Early Childhood Cognitive Development. International Journal of Social Science and Humanities Research, 12(3), 139–144. https://doi.org/10.5281/zenodo.13143653

Hartawan, I. M. (2022). Pengembangan Karakter Anak Usia Dini Melalui Pembelajaran Inovatif. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(1), 93–98. https://doi.org/10.23887/paud.v10i1.45773

Jacob, S., Henry, K. D., Fidelis, Ugwuanyi, & Emmanuel, R. (2024). Development of Problem Solving Skills among Pre-School Children: Assessment of Parenting Practices in Nigeria. International Journal of Research and Innovation in Social Science, 8(10), 1254–1263. https://doi.org/10.47772/IJRISS.2024.8100106

Joshi, A., Kale, S., Chandel, S., & Pal, D. (2015). Likert Scale: Explored and Explained. British Journal of Applied Science & Technology, 7(4), 396–403. https://doi.org/10.9734/bjast/2015/14975

Katz, L. G., Chard, S. C., & Kogan, Y. (2014). Engaging children’s mind the project approach. Praeger.

Khadijah. (2016). Pengembangan Kognitif Anak Usia Dini Teori dan Pengembangannya. Perdana Publishing.

Kurnia, R., Syamsuardi, S., Awalia, I. R., & Amriani, S. R. (2024). The Effect of Differentiated Learning Models on the Problem-Solving Abilities of Children Aged 5-6 Years. JPUD - Jurnal Pendidikan Usia Dini, 18(1), 170–182. https://doi.org/10.21009/jpud.181.12

Kusadi, N. M. R., Sriartha, I. P., & Kertih, I. W. (2020). Model Pembelajaran Project Based Learning Terhadap Keterampilan Sosial Dan Berpikir Kreatif. Thinking Skills and Creativity Journal, 3(1), 18–27. https://doi.org/10.23887/tscj.v3i1.24661

Kusmaryono, I., Wijayanti, D., & Maharani, H. R. (2022). Number of Response Options, Reliability, Validity, and Potential Bias in the Use of the Likert Scale Education and Social Science Research: A Literature Review. International Journal of Educational Methodology, 8(4), 625–637. https://doi.org/10.12973/ijem.8.4.625

Magta, M., Ujianti, P. R., & Permatasari, E. D. (2019). Pengaruh Metode Proyek Terhadap Kemampuan Kerjasama Anak Kelompok a. Mimbar Ilmu, 24(2), 212. https://doi.org/10.23887/mi.v24i2.21261

Misbah, Adha, A., Segalerba, G., & Nova Kafrita. (2024). Analysis of Student Concept Mastery Using the Project Based Learning Model Seen from Parents’ Work. International Journal of Education and Teaching Zone, 3(2), 210–223. https://doi.org/10.57092/ijetz.v3i2.251

Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72. https://doi.org/10.4103/aca.ACA_157_18

Mutoharoh, Hufad, A., Faturrohman, M., & Rusdiyani, I. (2021). Unplugged Coding Activities for Early Childhood Problem-Solving Skills. JPUD - Jurnal Pendidikan Usia Dini, 15(1), 121–140. https://doi.org/10.21009/jpud.151.07

Nguyen, C. T. H., & Nguyen, N. T. (2022). Determinants of Problem-Solving Skills in Natural and Social Subjects of Primary School Students in Vietnam. International Journal of Social Science and Human Research, 05(07). https://doi.org/10.47191/ijsshr/v5-i7-62

Ocak, G., Doğruel, A. B., & Tepe, M. E. (2021). An Analysis of the Relationship between Problem Solving Skills and Scientific Attitudes of Secondary School Students. International Journal of Contemporary Educational Research, 8(1), 72–83. https://doi.org/10.33200/ijcer.780710

Özreçberoğlu, N., & Çağanağa, Ç. K. (2018). Making It Count: Strategies for Improving Problem-Solving Skills in Mathematics for Students and Teachers’ Classroom Management. EURASIA Journal of Mathematics, Science and Technology Education, 14(4). https://doi.org/10.29333/ejmste/82536

Rahayuningsih, S., Sirajuddin, S., & Nasrun, N. (2020). Cognitive flexibility: exploring students’ problem-solving in elementary school mathematics learning. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(1), 59–70. https://doi.org/10.23917/jramathedu.v6i1.11630

Santhosh, M., Farooqi, H., Ammar, M., Siby, N., Bhadra, J., Al-Thani, N. J., Sellami, A., Fatima, N., & Ahmad, Z. (2023). A Meta-Analysis to Gauge the Effectiveness of STEM Informal Project-Based Learning: Investigating the Potential Moderator Variables. Journal of Science Education and Technology, 32(5), 671–685. https://doi.org/10.1007/s10956-023-10063-y

Saputra, T., Pamungkas, A. H., Bilchoir, & Septriani, N. (2023). Kindergarten Teacher’s Paradigm Against Problems That Often Arise In Learning: The Perspective of Early Childhood. International Journal of Education and Teaching Zone, 2(3), 475–482. https://doi.org/10.57092/ijetz.v2i3.101

Sugiyono. (2021). Metode Penelitian Kuantitatif. Alfabeta.

Swari, I. G. A. A. M., & Ambara, D. P. (2022). Video Animasi Mengenal Huruf dan Angka untuk Menstimulus Kemampuan Kognitif dan Bahasa Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(1), 163–172. https://doi.org/10.23887/paud.v10i1.47346

Wang, D., Han, H., Zhan, Z., Xu, J., Liu, Q., & Ren, G. (2015). A problem solving oriented intelligent tutoring system to improve students’ acquisition of basic computer skills. Computers & Education, 81, 102–112. https://doi.org/10.1016/j.compedu.2014.10.003

Yun, V. W. S., Ulang, N. M., & Husain, S. H. (2023). Measuring the Internal Consistency and Reliability of the Hierarchy of Controls in Preventing Infectious Diseases on Construction Sites: The Kuder-Richardson (KR-20) and Cronbach’s Alpha. Journal of Advanced Research in Applied Sciences and Engineering Technology, 33(1), 392–405. https://doi.org/10.37934/araset.33.1.392405