<![CDATA[Penelitian menggunakan desain pre-experimental dengan metode one group pretest-posttest yang melibatkan 20 anak usia 5-6 tahun di TK Aisyah Bustanul Atfal Pinang Luar. Pengumpulan data dilakukan melalui observasi terstruktur menggunakan rubrik penilaian lima indikator yaitu empati, kerjasama kelompok, pengendalian emosi, komunikasi, dan kemampuan menyelesaikan konflik. Treatment terdiri dari tiga tahap sistematis meliputi kegiatan finger painting, alfabet sisik ikan, dan cooking class membuat air jeruk. Analisis data menggunakan Wilcoxon Signed-Rank Test karena distribusi data tidak normal. Hasil menunjukkan peningkatan signifikan kemampuan sosial emosional anak dengan rata-rata gain score 10,75 poin. Hasil pretest menunjukkan 95% anak berada pada kategori mulai berkembang, sedangkan posttest mengungkapkan 85% anak mencapai kategori berkembang sangat baik dan 15% berkembang sesuai harapan. Analisis statistik mengkonfirmasi pengaruh signifikan dengan nilai Z sebesar -3,979 dan tingkat signifikansi 0,000. Project Based Learning memberikan pengaruh positif sangat signifikan terhadap perkembangan sosial emosional anak usia dini, mendemonstrasikan efektivitasnya sebagai pendekatan pembelajaran inovatif untuk pengembangan holistik anak. Kata Kunci: Pendidikan Anak Usia Dini, Penelitian Pre-Experimental, Perkembangan Sosial Emosional, Project Based Learning. Abstract This study employed a pre-experimental design using a one-group pretest–posttest approach involving 20 children aged 5–6 years at TK Aisyah Bustanul Atfal Pinang Luar. Data were collected through structured observations using an assessment rubric covering five indicators: empathy, teamwork, emotional regulation, communication, and conflict resolution skills. The intervention consisted of three systematic Project Based Learning activities: finger painting, fish-scale alphabet creation, and a cooking class focused on making orange juice. Data were analyzed using the Wilcoxon Signed-Rank Test because the data were not normally distributed. The results indicated a significant improvement in children's social-emotional development, with a mean gain score of 10.75 points. Pretest results showed that 95% of the children were in the Beginning to Develop category, whereas posttest results revealed that 85% had reached the Very Well Developed category and 15% were in the Developing as Expected category. Statistical analysis confirmed a significant effect, with a Z value of −3.979 and a significance level of p < 0.001. These findings demonstrate that the Project Based Learning approach has a highly significant positive effect on early childhood social-emotional development, highlighting its effectiveness as an innovative instructional approach for promoting children's holistic development. Keyword: Keywords: Early Childhood, Kinesthetic Intelligence, One-Group Pretest–Posttest Design, Traditional Engklek Game.]]>
