The Effectiveness of Mentoring in the Implementation of the Project-based Learning (PjBL) Model in the Independent Curriculum for PAUD Educators

Abstract

This study aims to examine the effectiveness of mentoring the implementation of the Project-based Learning (PjBL) model in the Independent Curriculum for Early Childhood Education (PAUD) Educators. This study uses a quantitative approach with one group pretest-posttest. Respondents were 80 PAUD educators in Bruno District, Central Java, Indonesia, using a quota sampling technique. Data were collected as scores and analyzed using descriptive and inferential statistical analysis. The study results indicate that mentoring in implementing the PjBL model effectively improves the competence of PAUD educators. The score of PAUD educators reinforces this finding, as mentoring participants show an average post-test score of 61.14. This score is higher than the pre-test result, which is 77.55, with a significance (sig.) of 0.000 < 0.05. T-test calculation describes the difference where tcount is 0.445 > ttable is 0.220. Thus, mentoring the implementation of the Project-Based Learning (PjBL) model can improve the competence of PAUD educators in supporting the implementation of the Independent Curriculum in Indonesia.