<![CDATA[General Background Elementary technology education increasingly incorporates hands-on engineering activities to cultivate foundational scientific literacy among young learners. Specific Background Extracurricular robotics initiatives at SDIT Insan Kamil utilize the IBU (Idea, Build, Test) curriculum managed by KOKARO to engage elementary students in practical technological tasks. Knowledge Gap Existing studies frequently lack detailed assessments of how structured project-based frameworks specifically shape step-by-step technical execution and problem-solving capacities in primary school environments. Aims This study investigates the implementation of the IBU framework in robotics learning and examines student assembly processes for light-controlled smart car projects. Results Descriptive qualitative evaluations reveal that hands-on component preparation, mechanical-electronic integration, and systematic testing improve core technical understanding, analytical reasoning, and practical engineering skills across participating students. Novelty The work highlights a lightweight, project-centered instructional framework tailored for early childhood STEM adoption without demanding complex digital infrastructure. Implications Educational institutions can adopt structured, practice-oriented robotics curricula to strengthen logical reasoning and applied problem-solving abilities within early grade STEM programs. Key Findings Highlights Practical engagement through structured stages facilitates deeper comprehension of electronic circuit design and mechanical assembly. Structured testing phases foster critical evaluation skills by enabling real-time error detection and hardware optimization. Project-based learning methodologies directly boost primary school student problem-solving capacities in basic automation concepts. Keywords Robotics Learning, Extracurricular Activities, Technology, STEM, Technical Skills]]>
