<![CDATA[Kemampuan berpikir kritis merupakan salah satu keterampilan abad ke-21 yang perlu dikembangkan sejak usia dini melalui pembelajaran yang berpusat pada anak. Namun, hasil observasi awal di TK Islam Al Munir 1 Kalianget Banyuglugur Situbondo menunjukkan bahwa kemampuan berpikir kritis anak Kelompok B masih belum optimal. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis anak melalui penerapan model Project based Learning. Penelitian menggunakan metode Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri atas 10 anak Kelompok B. Data dikumpulkan melalui observasi, wawancara, penilaian kemampuan berpikir kritis berdasarkan 12 indikator, dan dokumentasi. Data dianalisis secara kuantitatif menggunakan nilai rata-rata dan secara kualitatif. Hasil penelitian menunjukkan bahwa nilai rata-rata kemampuan berpikir kritis meningkat dari 72,5 pada pra siklus menjadi 80,2 pada Siklus I dan 88,4 pada Siklus II. Pada akhir penelitian seluruh anak mencapai kategori Berkembang Sesuai Harapan (BSH). Temuan ini menunjukkan bahwa penerapan Project based Learning efektif dalam meningkatkan kemampuan berpikir kritis sebagai salah satu keterampilan abad ke-21 pada anak usia dini. Critical thinking is one of the essential 21st-century skills that should be developed from early childhood through child-centered learning. Preliminary observations at TK Islam Al Munir 1 Kalianget Banyuglugur Situbondo indicated that Group B children's critical thinking skills had not yet developed optimally. This study aimed to improve children's critical thinking skills through the implementation of the Project based Learning model. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were ten children in Group B. Data were collected through observations, interviews, critical thinking assessments based on twelve indicators, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings revealed that the average critical thinking score improved from 72.5 in the pre-cycle to 80.2 in Cycle I and 88.4 in Cycle II. At the end of the study, all children achieved the Developing as Expected (BSH) category. These findings indicate that Project based Learning is effective in enhancing early childhood critical thinking skills as one of the essential competencies for the 21st century.]]>
