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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Edukasi: Kajian Ilmu Pendidikan Early Childhood Research Journal (ECRJ) Jurnal Golden Age Aulad : Journal on Early Childhood Jurnal Caksana: Pendidikan Anak Usia Dini Pintar Harati: Jurnal Pendidikan dan Psikologi Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Unri Conference Series: Community Engagement CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Journal Ashil: Jurnal Pendidikan Anak Usia Dini Lentera Anak : Jurnal Pendidikan dan Perkembangan Anak Usia Dini El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak Jurnal Penelitian Ilmu Pendidikan Indonesia PROSIDING SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT (SNPPM) UNIVERSITAS MUHAMMADIYAH METRO Journal of Education for All Prosiding Temu Ilmiah Nasional Guru Golden Age and Inclusive Education Journal Ashil: Jurnal Pendidikan Anak Usia Dini ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Rendy Setyowahyudi
Universitas Pendidikan Ganesha
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Implementation of Deep Learning in Project Based Learning on Early Childhood Independence Made Vina Arie Paramita; Rendy Setyowahyudi; Ni Putu Vivin Indrawati; Rizky Drupadi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i2.9740

Abstract

Independence in early childhood is an important aspect of character development and life skills that need to be developed from an early age. However, in practice, children's independence has not yet been optimally developed. This study aims to analyze the level of implementation of deep learning in project-based learning in early childhood education and its relation to children’s independence. This study employed a qualitative approach. Data were collected through in-depth interviews with early childhood education teachers in Buleleng Regency, as well as observation questionnaires to assess children’s independence. There were six teachers interviewed and 20 children observed to strengthen the data. The results showed that children were able to demonstrate independent behavior across various indicators, namely learning initiative, responsibility, decision-making, discipline and time management, as well as perseverance during project activities. Several challenges in implementing Deep Learning in Project-Based Learning (PjBL) were identified, including differences in teachers’ understanding of the Deep Learning concept, limited instructional time, lack of contextual learning media and resources, uneven parental involvement, and the characteristics of early childhood learners who still require intensive guidance. Several contextual strategies were implemented, such as the use of projects based on daily activities, the provision of open-ended questions and simple reflections, the utilization of the surrounding environment as a learning resource, collaboration with parents, and the gradual application of scaffolding according to children’s developmental needs.
Co-Authors Basilius Redan Werang Dian Kristiana Fadlillah, M Ferdiyanti, Tiara Fitri Noviani Fitri Noviani Fitria, Khusnul I Made Alit Punia Atmaja I Made Citra Wibawa Indana, Nurul Kadek Ina Anggasari Luh Ayu Tirtayani Luh Putu Ayu Satriani Made Vina Arie Paramita Made Vina Arie Paramita Marcelina, Putu Dian Masrifah, Rista Umdah Mugirah Mugirah Muslimah, Bekti Ni Komang Lusiani Ni Putu Vivin Indrawati Ni Wayan Rati Nice Maylani Asril Novalia Nur Imamah Nurul Indana Nurul Indana Oktavianty, Melya Nurul Pratiwi, Ni Komang Yadni Okta Pridayanti, Ni Kadek Padma Putu Aditya Antara Putu Rahayu Ujianti Rahmawati, Ida Yeni Rizky Drupadi Sari, Ni Made Dainivitri Sinta suhendar, uki Susanti, Ni Putu Desy