PAUD Educators’ Knowledge of the Project-Based Learning Model in Jabodetabek

Abstract

The project-based learning model prioritizes a child-centered approach to education, empowering children to engage in in-depth exploration of the subject matter. The project’s progression typically encompasses three distinct phases: project initiation, investigation, and conclusion. The purpose of this study was to describe PAUD educators' knowledge of project-based learning. The research method employed in this context is qualitative research, which involves the collection of data through interviews, filling out Google Forms, and the analysis of documentation. The data were analyzed through data reduction, data presentation, and formulation of conclusions. A subsequent analysis of the data revealed that the level of knowledge regarding the project learning model among PAUD educators was classified as high. This finding indicated that 50% of the educators were familiar with the project learning model and had incorporated it into their instructional practices. Additionally,  44.4% of the educators acknowledged the model but did not actively implement it in their teaching. In the context of PAUD units, learning occurs. A total of 5.6% of participants are classified as “low” in this category, indicating a lack of familiarity with the designated project learning model. The comprehension of the project learning model that has been implemented based on the knowledge of PAUD educators is in the medium category. This phenomenon is evident during the planning, phase, and duration of project activities. It is hoped that PAUD educators will receive training on project learning models in a practical form so that they can be applied in their respective institutions.