Strategi Pendidik dalam Menerapkan Pendekatan Pembelajaran Mendalam Melalui Metode Pembelajaran Berbasis Proyek di PAUD Tunas Pertiwi

Abstract

This study aims to describe the strategies employed by educators in implementing the Deep Learning approach through project-based learning at the Tunas Pertiwi Sumber Rembang Early Childhood Education Center. This study uses a qualitative approach with a case study design. Informants were selected purposefully based on their direct involvement in project-based learning and their knowledge of curriculum planning and implementation. Data were collected through participatory observation, in-depth interviews, and documentation, and were then analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that educators facilitate deep learning through project planning based on children’s interests, hands-on exploration, open-ended questions, collaborative activities, formative assessment, and reflection. Qualitative indicators observed during the projects included children actively asking questions, attempting to find solutions, collaborating, explaining their work, and reflecting on their learning experiences. The challenges identified include the diversity of children’s interests, limited resources, and the difficulties educators face in designing projects appropriate for the children’s developmental stages. Theoretically, this study demonstrates how the principles of meaningful, mindful, and enjoyable learning can be operationalized through project-based learning in the context of early childhood education. Practically, this study recommends enhancing educators’ competencies, encouraging collaborative planning, implementing formative assessment, and utilizing materials available in the local environment.