An Implementation of Project-Based Learning (PBL) Teaching Model in Improving Early Child's Critical Thinking Skill

Abstract

The aim of this research is to investigate the impact of implementing a project-based learning teaching model on the enhancement of critical thinking skills among early childhood students. The study seeks to assess the specific influence of project-based learning on the development of critical thinking abilities in young learners. This study employed a structured process to gauge the influence of project-based learning on the critical thinking abilities of young children. The research plan comprised a pre-test and post-test model to measure the efficacy of the educational model. Information was gathered through observation of the kids' actions during project-based learning tasks and group discussions. Moreover, the study made use of qualitative data analysis techniques to interpret the observed behaviors and their association with critical thinking skills. The participants in the study were chosen from classes I A, I B, and I C using a purposive sampling technique. The research examined the effectiveness of Project Based Learning (PBL) in enhancing students' critical thinking skills in their learning. The implications of project-based learning (PBL) for teaching practices and curriculum development in early childhood education are significant, and research findings suggest that it can effectively enhance critical thinking skills among young learners. Additionally, involving parents in supporting and extending thinking skills into the home environment has been shown to be effective in reinforcing critical and creative thinking abilities among young children.