Project-Based Curriculum Design to Enhance Problem-Solving Skills in Elementary School Students

Abstract

This study aims to analyze the concept and implementation of project-based curriculum design (PBC) in improving problem-solving skills in elementary school students. The research method used is library research, namely by reviewing various scientific literature in the form of journals, books, and research reports relevant to the theme of project-based curriculum and the development of higher-order thinking skills in elementary school-aged children. The results of the study indicate that the project-based curriculum provides authentic learning experiences through exploratory and collaborative activities, thus encouraging students to think critically, creatively, and reflectively in solving contextual problems. This approach is in line with the student-centered learning paradigm that places students as active subjects in the learning process. In addition, the project-based curriculum design has also proven effective in improving students' learning motivation and metacognitive abilities, because they are directly involved in planning, implementing, and evaluating learning outcomes. Thus, the integration of project-based curriculum in elementary education can be an innovative strategy for developing problem-solving skills as an essential competency of the 21st century.