QUALITATIVE STUDY OF THE IMPLEMENTATION OF PROJECT BASED LEARNING IN URBAN FARMING ACTIVITIES OF CHILDREN AGED 5-6 YEARS

Abstract

Urban farming activities are one of the project-based learning approaches that can foster character and active involvement of early childhood through real experiences in the surrounding environment. The purpose of this study was to explain how the project-based learning (PjBL) model is applied and to determine the role of teachers in urban farming activities carried out by students aged five to six years at Salsabila Creative Islamic Kindergarten. This study used a qualitative methodology and was designed as a case study. Data collection through interviews with the principal, teachers and observing students during the activities. The results of the study showed that three main stages including planning, implementation, and assessment were used to implement PjBL. At the planning stage, teachers create teaching modules, prepare tools and materials, and conduct socialization to parents. At the implementation stage, children carry out activities of planting, caring for, and harvesting plants. Meanwhile, to assess student involvement and development as a whole, the assessment stage uses reflection sheets, checklists, and child observations. This study helps teachers to be better at implementing PjBL in environmental-based learning in early childhood education. The results show that teachers do not fully understand all stages of PjBL, especially at the stage of child care and reflection.