The study is significant because many countries are seeking ways to prepare future generations for increasingly dynamic economic and technological environments. In Indonesia, entrepreneurship education has begun to be integrated into the Merdeka Curriculum, but implementation remains inconsistent and lacks standardized learning models.
Researchers from Universitas Negeri Makassar argue that Project-Based Learning offers an effective approach because it allows children to learn through authentic experiences rather than relying solely on traditional classroom instruction.
Reviewing a Decade of Research
Hasmawaty and her colleagues conducted a narrative review covering scientific publications from 2015 to 2025. The literature search focused on studies related to early childhood education, entrepreneurship, and Project-Based Learning.
The researchers analyzed peer-reviewed articles from Indonesian and international sources to identify patterns, educational mechanisms, and factors influencing the development of entrepreneurial competencies in children aged three to six years.
Instead of focusing on complex statistical analyses, the team synthesized findings from previous studies to understand how project-based activities shape children's attitudes and behaviors.
Real-World Projects Enhance Creativity
The review found that children involved in practical projects—such as creating simple products, organizing exhibitions, or running mini-market activities—show significant improvements in creativity and problem-solving abilities.
Children participating in such activities tend to:
- Generate original ideas more confidently.
- Experiment with different solutions when facing challenges.
- Show persistence in completing tasks.
- Collaborate effectively with peers.
- Develop stronger self-confidence and initiative.
According to Hasmawaty and her colleagues, authentic experiences stimulate exploration and encourage children to engage actively with their environment, creating the foundation for entrepreneurial thinking.
Teachers Play a Critical Role
The study highlights that successful implementation of Project-Based Learning depends heavily on teachers.
Teachers act not only as instructors but also as facilitators who provide guidance, motivation, and opportunities for reflection. Step-by-step support and constructive feedback help children internalize entrepreneurial values more effectively.
The researchers emphasize that children's autonomy must be balanced with appropriate scaffolding. Without proper guidance, project activities may become unstructured and less effective.
Consequently, teacher competency becomes a key factor in maximizing learning outcomes.
Collaboration and Leadership Begin Early
Another important finding is that group projects strengthen social-emotional competencies essential for entrepreneurship.
Collaborative activities encourage children to negotiate, communicate, share responsibilities, and resolve minor conflicts. These experiences help develop leadership skills and teamwork, which are considered fundamental elements of entrepreneurship.
Children also become more willing to make decisions, choose materials, present their work, and take responsibility for their tasks.
Family and School Support Matter
The review reveals that Project-Based Learning is most successful when supported by families and educational institutions.
Schools with flexible learning environments and active parental involvement tend to achieve better outcomes. In contrast, limited resources and rigid educational settings often restrict the effectiveness of project-based activities.
According to the researchers, adapting Project-Based Learning to local cultures and available resources is essential for ensuring sustainable implementation.
Measuring Entrepreneurial Mindsets Remains a Challenge
Although the benefits of Project-Based Learning are evident, the researchers found that assessment tools for measuring entrepreneurial mindsets in young children remain limited.
Most studies rely on qualitative approaches such as observations, field notes, and teacher interviews. Standardized and reliable instruments capable of capturing small but meaningful behavioral changes are still lacking.
This limitation makes comparisons across studies difficult and highlights the need for more comprehensive evaluation frameworks.
Hasmawaty and colleagues recommend developing age-appropriate assessment tools and conducting longitudinal studies to determine whether the effects of Project-Based Learning continue into later stages of education.
Implications for Education Policy
The findings provide valuable insights for curriculum developers and policymakers.
The researchers recommend incorporating clear but flexible entrepreneurship objectives into early childhood education curricula. Practical project examples, teacher guidance strategies, and evaluation frameworks can help educators translate abstract goals into meaningful classroom experiences.
Professional development programs focusing on scaffolding techniques, project design, and non-cognitive assessment are also considered essential.
In addition, collaboration among schools, families, and communities can enrich children's learning experiences and make educational interventions more sustainable.
According to the Universitas Negeri Makassar researchers, strengthening teacher competencies, improving evaluation tools, and providing policy support could transform Project-Based Learning into a powerful strategy for nurturing creative, independent, and innovative future generations.
Author Profiles
Hasmawaty, M.Pd.
Lecturer and researcher at Universitas Negeri Makassar, specializing in early childhood education and innovative learning approaches.
Fadhilah Afifah, M.Pd.
Academic and researcher at Universitas Negeri Makassar with expertise in early childhood education and character development.
Abriadi Muhara, M.Pd.
Researcher at Universitas Negeri Makassar, focusing on innovative pedagogy and competency development.
Research Source
Article Title: Early Entrepreneurial Mindsets: A Narrative Review of Project-Based Learning Interventions in Preschool Settings
Authors: Hasmawaty, Fadhilah Afifah, Abriadi Muhara
Journal: International Journal of Advance Social Sciences and Education (IJASSE)
Volume: 4, Issue 3
Year: 2026
Pages: 155–166
0 Komentar