Enhancing Critical Thinking Skills of Children Aged 5–6 Years Through a Project-Based Learning (PjBL) Model

This study aims to develop a Project-Based Learning (PjBL) model to enhance critical thinking
skills in children aged 5–6 years. The research is based on the urgency of fostering 21st-century
skills from early childhood and the limited availability of specific learning models for Early
Childhood Education (ECE). Using a Research and Development (R&D) approach with the 4D
model (Define, Design, Develop, and Disseminate) by Thiagarajan, Semmel, and Semmel, this study
involved expert validators, teachers, and children aged 5–6 years from a ECE institution. The
findings revealed that the developed PjBL model and the accompanying teacher guidebook
demonstrated high feasibility. Expert validation using Aiken’s V technique produced a high
coefficient, indicating strong content validity and internal consistency. Teachers responded
positively, stating that the model was easy to understand, relevant, and effective in stimulating
children’s critical thinking. The PjBL model integrates syntax, teacher reaction principles, social
collaboration systems, and contextual media to promote simple analysis, evaluation, and creation
skills. Therefore, it is highly suitable for improving critical thinking in early childhood.
Keywords: Constructivism; critical thinking; early childhood; learning models; Project-Based
Learning (PjBL)