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The Influence of the Inquiry Project-Based Learning Model on Critical Thinking Skills in Early Childhood: A Quantitative Experimental Study
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Abstract
This study aims to measure the impact of the Inquiry Project-Based Learning model on the critical thinking abilities of children aged 5-6 years at Budya Wacana Kindergarten, Yogyakarta. The research methodology adopted an experimental quantitative approach with a pre-experimental design, specifically the one-group pretest-posttest design. The sample consisted of 35 children selected through the Total Sampling technique. Data were collected using observation sheets and documentation, with instruments focusing on five indicators of critical thinking ability. Data analysis employed normality tests, homogeneity tests, and paired sample t-tests using SPSS 25. The results indicated a significant increase in posttest essential scores of thinking (86.03) compared to the pretest (47.60), with a t-value of -31.352 and a significance of 0.000. These findings affirm the effectiveness of this learning model in enhancing early childhood critical thinking skills while also opening opportunities for further research in early childhood education. This study has significant implications for educational practice, suggesting integrating the Inquiry Project-Based Learning method into the curriculum and highlighting the need for teacher training to implement this method. However, limitations exist, such as focusing on a limited sample size and not evaluating long-term effects.
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Introduction
In the realm of early childhood education, the development of critical thinking skills is paramount for future academic and life success. This subject is significant in education and a crucial issue affecting global society. The foundation of these skills, particularly in children aged 5-6 years, is a matter of increasing interest and concern. The ability to foster critical thinking at an early age presents both a challenge and an opportunity for educational systems worldwide. Adopting innovative educational models, such as inquiry project-based learning, is emerging as a promising solution to this pressing academic problem(Johnson et al., 2019)(Probine et al., 2023).
The Inquiry Learning model is an educational approach that aims to instill the foundations of scientific thinking and develop creativity and problem-solving skills in students. As described by(Sagala, 2011), students are positioned as active learning subjects in this process, leading to a learning environment where they engage in more self-directed learning. Essentially, inquiry learning activates students to think scientifically(Wartono et al., 2018), encouraging them to ask questions actively and experiment independently throughout the learning process. This approach results in meaningful, enduring learning outcomes that are not easily forgotten due to the emphasis on self-discovery and investigation.
Project-Based Learning (PjBL), as outlined by(Chu et al., 2021), is a pedagogical method that employs real projects as the foundation of student learning. PjBL emphasizes tasks or projects that prompt students to seek information, identify problems, solve them, and present their work as a product or service(Jonassen & Hung, 2012). According to(Serevina et al., 2022)PjBL is a learning method that allows students to engage in actual tasks or projects, focusing on applying knowledge in real-life contexts. It involves students in problem-solving or product creation, emphasizing developing critical, creative, and collaborative skills necessary for real-world success.(Savery, 2015)notes that PjBL aims to enhance students' skills and understanding by providing more integratesd and meaningful learning experiences. Through PjBL, students become more actively involved in their learning and gain independence in problem-solving(Solihin et al., 2022).
Numerous studies have emphasized the role of inquiry-based learning in enhancing critical thinking and problem-solving skills in young learners. For instance,(Cherniak et al., 2019)highlighted the success of combining robotics education with an inquiry-based approach in engaging children in STEM subjects. Similarly,(Rish & Cun, 2018)observed that secondary education students exhibit increased agency and creativity in inquiry projects. These findings underscore the potential of inquiry-based methods in fostering critical thinking skills in children.
Learning through play has also been explored extensively in recent literature.(Parker et al., 2022)propose an expanded definition of this concept in schools to promote holistic skill development, addressing the gap between education policy and practice. Additionally,(Hooker, 2019)discussed the benefits of ePortfolios in early childhood education, emphasizing their role in enhancing children's involvement in formative assessment. This body of work suggests that playful and interactive approaches can significantly contribute to developing critical thinking skills in young children.
However, despite these promising approaches, several studies have identified gaps in implementing critical thinking skills in early childhood education.(Johnston & Bull, 2021)pointed out a way to improve the connection between early childhood educators' recognition of the importance of mathematics and its actual implementation in teaching practices.(Hayes & Rooney, 2019)also emphasized improving educators' communication skills to enhance child-led interactions. These studies highlight a discrepancy between theoretical understanding and practical application in early childhood education settings.
Further, recent research has identified limitations and controversies in the current pedagogical frameworks.(Walsh et al., 2019)revealed differences in teachers' approaches to play-based education, suggesting a need for a more balanced pedagogical framework. Similarly,(Ortega-Sánchez & Jiménez-Eguizábal, 2019)found that integrating project-based learning with technology significantly enhances competencies in infant-education teacher trainees, indicating a gap in technological integration in current pedagogies.
This study aims to address these gaps by investigating the impact of the inquiry project-based learning model on the critical thinking abilities of children aged 5-6 years in TK Budya Wacana, Kota Yogyakarta. The research measures how much this educational model influences vital thinking skills. By situating the study within existing literature and highlighting the disparities in current practices, this research intends to contribute meaningful insights into the effectiveness of inquiry project-based learning in early childhood education.
The primary objective of this study is to empirically evaluate the influence of the inquiry project-based learning model on enhancing critical thinking skills among young children. This research aims to provide empirical evidence to support or refute the effectiveness of this educational approach. By doing so, it seeks to contribute to the body of knowledge in early childhood education and offer practical implications for educators and policymakers in implementing innovative teaching methodologies that foster critical thinking skills in young learners.
Methods
This study adopts a quantitative approach with an experimental method, utilizing a pre-experimental design. Specifically, it implements a one-group pretest-posttest procedure(Atoneche & Kastberg, 2017)(Dyevre & Ovádek, 2020), wherein a single experimental group undergoes pre-and post-tests. The primary aim of this research is to explore the impact of the Inquiry Project Learning model on the critical thinking abilities of early childhood.
The research steps include formulating objectives, determining the design, selecting sampling techniques, data collection methods, and data analysis techniques. The study sample comprises 35 children aged 5-6 years from Budya Wacana Kindergarten, Yogyakarta, selected through the Total Sampling technique
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