Pengaruh Pembelajaran Project Based Learning terhadap Kemampuan Kerja Sama Anak Kelompok A di TK 'Aisyiyah Bustanul Athfal Bebekan

Penelitian ini dilatarbelakangi oleh masih rendahnya kemampuan kerja sama anak kelompok A di TK ‘Aisyiyah Bustanul Athfal Bebekan, yang ditunjukkan melalui perilaku anak yang cenderung bermain sendiri, kurang berbagi, kurang berkomunikasi, dan belum mampu bekerja sama secara optimal dalam kegiatan kelompok. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berbasis Project Based Learning (PjBL) terhadap kemampuan kerja sama anak kelompok A di TK ‘Aisyiyah Bustanul Athfal Bebekan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experimental tipe Non-Equivalent Control Group Design. Sampel penelitian berjumlah 27 anak yang terdiri atas 14 anak pada kelas eksperimen dan 13 anak pada kelas kontrol. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan catatan lapangan. Kelas eksperimen diberikan perlakuan berupa pembelajaran berbasis Project Based Learning selama tiga kali pertemuan, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji hipotesis Independent Sample t-test. Hasil penelitian menunjukkan bahwa kemampuan kerja sama anak pada kelas eksperimen mengalami peningkatan yang lebih tinggi dibandingkan kelas kontrol. Rata-rata skor kemampuan kerja sama kelas eksperimen meningkat dari 1,94 pada pre-test menjadi 3,61 pada post-test, sedangkan kelas kontrol meningkat dari 1,96 menjadi 2,04. Hasil uji hipotesis menunjukkan nilai signifikansi (Sig. 2-tailed) < 0,001 atau lebih kecil dari 0,05 sehingga H₀ ditolak dan H₁ diterima. Dengan demikian, dapat disimpulkan bahwa pembelajaran berbasis Project Based Learning berpengaruh signifikan terhadap kemampuan kerja sama anak kelompok A di TK ‘Aisyiyah Bustanul Athfal Bebekan.

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This study was motivated by the low level of cooperation skills among Group A children at TK ‘Aisyiyah Bustanul Athfal Bebekan, evidenced by behaviors such as a tendency to play alone, a lack of sharing and communication, and an inability to cooperate optimally during group activities. The study aimed to determine the effect of Project-Based Learning (PjBL) on the cooperation skills of Group A children at the school. A quantitative approach was employed using a quasi-experimental design—specifically, the Non-Equivalent Control Group Design. The sample consisted of 27 children, divided into an experimental class (14 children) and a control class (13 children). Data collection techniques included observation, documentation, and field notes. The experimental class received instruction based on Project-Based Learning over three, while the control class underwent conventional instruction. Data were analyzed using normality tests, homogeneity tests, and the Independent Sample t-test for hypothesis testing. The results indicated that the cooperation skills of children in the experimental class improved more significantly than those in the control class. The average cooperation skill score in the experimental class rose from 1.94 in the pre-test to 3.61 in the post-test, whereas the control class score increased from 1.96 to 2.04. The hypothesis test results show a significance value (Sig. 2-tailed) of < 0.001—which is less than 0.05—indicating that H₀ is rejected and H₁ is accepted. Thus, it can be concluded that Project-Based Learning has a significant effect on the cooperation skills of Group A children at ‘Aisyiyah Bustanul Athfal Bebekan Kindergarten.

Keywords: Project-Based Learning, cooperation skills, early childhood, project-based learning, early childhood teacher education (PAUD).