<![CDATA[The development of problem-solving skills and independence is a critical concern in early childhood education because these competencies support children’s cognitive and socio-emotional development. However, conventional teacher-centered learning practices may limit children’s opportunities to explore, reflect, make decisions, and engage actively in learning. This study aimed to examine the effectiveness of Mindful, Meaningful, and Joyful Learning (MML) in improving problem-solving skills and independence among early childhood learners. A quasi-experimental research design with a nonequivalent control group design was employed involving 41 children aged 5–6 years at an early childhood education institution in Indonesia. Participants consisted of an experimental group (n = 21) receiving MML-based learning activities and a control group (n = 20) receiving conventional instruction. Data were collected using structured observation instruments measuring problem-solving skills and independence, which were validated through expert judgment and reliability testing. Data were analyzed using descriptive statistics and independent sample t-tests. The results showed significant differences between the experimental and control groups in problem-solving skills (t = 5.742, p < 0.001) and independence (t = 4.981, p = 0.001). Children who participated in MML activities demonstrated stronger abilities in identifying problems, generating solutions, making decisions, completing tasks independently, and regulating their learning behaviors. The study concludes that Mindful, Meaningful, and Joyful Learning provides an effective child-centered pedagogical framework for enhancing cognitive and socio-emotional development in early childhood education. These findings highlight the importance of creating meaningful, reflective, and joyful learning environments to foster twenty-first-century competencies among young children]]>
