Project-Based Learning in Developing Children’s Social-Emotional Skills at Public Kindergarten 9 Samarinda

The motivation for this study stems from initial observations indicating relatively low social-emotional abilities in children. The primary objective of this research was to assess the enhancement of social-emotional skills in 5-6-year-old children through the implementation of the project-based learning model at Samarinda State Kindergarten 9. The research methodology employed was classroom action research, encompassing planning, execution, observation, and reflection stages. The study involved 12 students from the B3 class at Samarinda State Kindergarten 9, and data were collected through observation, interviews, and documentation, followed by analysis using descriptive statistics to derive an average score. The research comprised three phases: pre-action, cycle I (consisting of 5 sessions), and cycle II (also with 5 sessions). Data analysis in the pre-action phase indicated a low average score of 39% for children’s social-emotional skills, which increased in cycle. But did not yet meet the predefined success threshold of 53%. However, in cycle II, the average score improved significantly and reached a success rate of 79%. These findings lead to the conclusion that the project-based learning model effectively enhances the social-emotional abilities of 5-6-year-old children at Samarinda State Kindergarten 9.