Public Spaces as Learning Laboratories: Implementing Project-Based Learning in the Playing and Games Course
DOI:
Dimensions
Keywords:
Project-Based Learning, public space, PIAUD university studentAbstract
The Play and Games course requires authentic learning experiences to enable students not only to understand theoretical concepts but also to design and implement educational games directly with young children. This study aimed to describe the implementation of Project-Based Learning (PjBL) by utilizing public spaces as a learning laboratory in the Play and Games course for Early Childhood Islamic Education (PIAUD) students. A descriptive qualitative study with a case study approach was employed. Data were collected through observations, documentation, students' reflective journals, and field notes during the Fun Play Day program conducted at Sidoarjo Town Square and were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings revealed that students were able to design educational games appropriate to young children's developmental characteristics, collaboratively manage game implementation, and apply adaptive instructional strategies in a public setting. The activity also enhanced students' communication, creativity, problem-solving, and pedagogical competencies through direct interaction with children and their parents. These findings suggest that public spaces provide authentic learning experiences by exposing students to real educational contexts that require the integration of knowledge, skills, and professional attitudes within Project-Based Learning. In conclusion, utilizing public spaces as a learning laboratory effectively supports the implementation of Project-Based Learning in the Play and Games course and contributes to strengthening the competencies of prospective early childhood teachers for professional practice in community settings.
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