Implementation of Project-Based Contextual Learning Model in Building Science Literacy for Children Aged 4-5 Years

Abstract

This study aims to describe the project-based contextual learning model in building science literacy of 4-5-year-old children. The research was conducted at Kindergarten, for 3 months (May-July 2024). This research was descriptive qualitative research. Data collection methods were: interviews, observation, and documentation. The data analysis procedure consisted of data collection, data reduction, data presentation, and conclusion drawing stages. Next, for the data obtained to have validity and a degree of trust, we used data triangulation and checking on informants. The results of the implementation of contextual and project learning models were from the students' science literacy skills, namely critical thinking skills. In addition, creativity and independence also increased along with the implementation of contextual and project learning models.  Various activities that have been carried out are tailored to the learning themes and topics being studied as well as to the Student Interest Session activities by presenting various alternative activities including science activities and the Pancasila Learner Profile Strengthening Project.