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IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS PROYEK DI TK ABA REJOWINANGUN YOGYAKARTA
In early childhood education, there are challenges where the learning process still tends to be conventional and teacher-centered, resulting in children being less active, less creative, and not yet independent. The project-based learning model is considered relevant because it encourages children to engage actively, think critically, and solve problems through real-life experiences. This study aims to describe the implementation of project-based learning at TK ABA Rejowinangun Yogyakarta. This study employed a qualitative method with a descriptive approach. The subjects of the research were 4–5-year-old children from class A1, with informants consisting of the school principal and the A1 class teacher at TK ABA Rejowinangun. Data were collected through observation, interviews, and documentation. The validity of the data was tested using source triangulation and technique triangulation. The collected data were then analyzed through the processes of data reduction, data presentation, and conclusion drawing. The results of this study indicate that the implementation of project-based learning at TK ABA Rejowinangun Yogyakarta is carried out through the stages of topic introduction, planning, project execution, and evaluation. In the learning process, children are actively involved as subjects at each stage. The positive impacts observed from project-based learning include improvements in communication, critical thinking, independence, willingness to collaborate, and creativity.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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