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Indonesian Journal of Early Childhood Educational Research
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 29621364     EISSN : 29636760     DOI : http://dx.doi.org/10.31958/ijecer
Core Subject : Education,
Education
The Indonesian Journal of Early Childhood Educational Research (IJECER) is an open-access journal that publishes high-quality research in the field of early childhood education. Theoretical and empirical double-blind peer-reviewed articles are published either in Indonesian or in English. This journal is targeted at researchers, educators, students of early childhood education, and early childhood education professionals, along with stakeholders of early childhood education around the world. This journal is published by Universitas Islam Negeri Mahmud Yunus Batusangkar.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "Vol. 3 No. 2 (2024)" : 1 Documents clear
Teachers’ Perceptions of Project-Based Learning in Strengthening Mathematical Literacy and Problem-Solving Skills Priyanti, Nita
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 3 No. 2 (2024)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v3i2.16338

Abstract

Preschool education represents an essential foundation for the development of children’s mathematical literacy and problem-solving skills, which are critical for daily life and future learning. This study aims to analyze teachers’ perceptions of the use of Project-Based Learning in strengthening mathematical literacy and problem-solving skills among preschool children. A quantitative approach was employed by collecting data through a questionnaire distributed to early childhood educators via Google Forms. The collected data were analyzed using SPSS and presented in the form of tables and graphical visualizations to provide a systematic and measurable overview of teachers’ responses. The findings indicate that, based on teachers’ perceptions, Project-Based Learning is perceived to enhance children’s engagement, understanding of mathematical concepts, and enthusiasm for learning, which in turn supports the development of their problem-solving skills. These results suggest that Project-Based Learning is viewed by teachers as a relevant and effective pedagogical approach for early childhood education, provided that it is supported by appropriate teacher guidance, well-designed projects, and learning environments that are aligned with children’s developmental levels.

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