<![CDATA[This study aims to analyze and synthesize previous research on the implementation of the Project Based Learning (PjBL) model in Early Childhood Education (ECE) through a Systematic Literature Review (SLR) approach. The study employed a qualitative SLR method (meta-synthesis) by reviewing articles retrieved from Google Scholar published between 2022 and 2026. The analysis followed seven systematic stages: literature searching, literature screening, study selection, literature mapping, quality assessment, findings synthesis, and conclusion drawing. The findings indicate that Project Based Learning is a child-centered, contextual, collaborative, and experiential learning model that promotes meaningful learning experiences. The implementation of PjBL has been shown to positively influence children's creativity, critical thinking, problem-solving skills, collaboration, communication, as well as cognitive and socio-emotional development. The successful implementation of PjBL is influenced by teachers' competencies, the availability of learning facilities and instructional media, parental involvement, and a supportive learning environment. This study recommends strengthening teachers' professional competencies, providing adequate learning resources, and fostering collaboration between schools and parents to optimize the implementation of PjBL. The findings are expected to serve as a valuable reference for educators, practitioners, and researchers in developing innovative project-based learning practices that are aligned with the developmental characteristics of young children.]]>
