Enhancing Young Children's Critical Thinking through Project-Based Learning

Abstract

Young children's critical thinking is essential for learning, yet opportunities to develop it through integrated play-based, project-oriented, and STEAM learning remain limited. This study developed and evaluated PjBL-KONSTEAM, a Project-Based Learning model integrating constructive play and STEAM. Using a research and development design based on ADDIE, the model and its supporting components were appraised by four experts, while two practitioners evaluated its practicality. Field evaluation involved 30 children aged 5–6 years from two kindergartens. Critical thinking was assessed using an observation sheet before and after implementation. Data were analyzed using descriptive statistics, the Shapiro-Wilk test, a paired-samples t-test, Cohen's dz, and normalized gain (N-Gain). Expert appraisal scores ranged from 3.60 to 3.92, and practicality scores ranged from 87.50% to 100%. Mean critical-thinking scores increased from 28.53 (47.56%) to 49.70 (82.83%), with a statistically significant pre-post difference, t(29) = 18.11, p < .001, and Cohen's dz = 3.31. The mean N-Gain was 0.67; 63.33% of children showed moderate gains and 36.67% showed high gains. PjBL-KONSTEAM received very good expert ratings and high practicality and was associated with improved critical-thinking scores. Controlled studies are needed to establish its effectiveness.