Instructional Alignment of PjBL in ECE: An Analysis of Learning Strategies, Methods, and Techniques

Avanti Vera Risti Pramudyani; Diah Ayu Praharani; Hani Irawati; Risanti Dhaniaputri; Tanaya Qotrunada Rutriningtyas; Irma Sukarelawan

doi:10.62775/edukasia.v7i2.2163

Authors

Avanti Vera Risti Pramudyani Universitas Ahmad Dahlan, Yogyakarta
Diah Ayu Praharani Universitas Ahmad Dahlan, Yogyakarta
Hani Irawati Universitas Ahmad Dahlan, Yogyakarta
Risanti Dhaniaputri Universitas Ahmad Dahlan, Yogyakarta
Tanaya Qotrunada Rutriningtyas Universitas Ahmad Dahlan, Yogyakarta
Irma Sukarelawan Universitas Ahmad Dahlan, Yogyakarta

DOI:

https://doi.org/10.62775/edukasia.v7i2.2163

Keywords:

alignment, early childhood education, learning strategy, Project

Abstract

This study was prompted by the discovery of instructional alignment gaps in the implementation of STEAM-based Project-Based Learning (STEAM-PjBL) in early childhood education (PAUD), particularly with regard to the alignment of objectives, strategies, methods, techniques, learning activities, and assessments. The study aims to analyse instructional alignment in STEAM implementation based on PjBL in PAUD, focusing on the relationship between learning strategies, methods, and techniques. The study used a qualitative approach with a case study design at TK ABA Ngampilan Yogyakarta, with one head teacher and three teachers selected through purposive sampling. Data was collected through observation, semi-structured interviews, and documentation, and analysed using Braun and Clarke's thematic analysis. The results of the study show that the implementation of STEAM-PjBL has demonstrated alignment between the learning objectives, activities, strategies, methods, techniques, and assessments through the active involvement of children in exploration, collaboration, experimentation, and reflection. However, challenges were still found in the form of extrinsic reward dominance, imbalanced participation in group work, insufficient reflective scaffolding, and discrepancies between written plans and the implementation of learning activities. This study emphasises the importance of strengthening teachers' pedagogical competencies in designing inclusive and meaningful STEAM-PjBL learning activities in early childhood education.

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