STEM Learning through the Engineering Design Process for Early Childhood Critical Thinking in Islamic Kindergarten

Abstract

Early childhood education (ECE) plays a pivotal role in shaping the fundamental attitudes and developmental milestones of children, serving as the cornerstone for human resource development. Optimal stimulation in ECE is a result of the synergy between family environments and formal education, where teachers act as primary facilitators in delivering integrated services encompassing education, health, and critical thinking. This study explores the relevance of the Science, Technology, Engineering, and Mathematics (STEM) approach, which emphasizes scientific reasoning, collaboration, and creativity through playful exploration. Specifically, this research focuses on TK Islam Miftahul Fath Bandung, an institution that integrates Islamic curricular values—balancing spiritual and cognitive development. Despite its holistic vision, current pedagogical practices remain predominantly focused on repetitive rote learning, such as memorizing prayers and reading Iqra. To address this, the school has recently socialized a project-based learning system for educators. This study aims to analyze the integration of the Engineering Design Process (EDP) as a structured framework within project-based learning to achieve more robust learning objectives. By shifting from repetitive activities to systematic problem-solving through EDP, teachers are expected to provide more dynamic and meaningful stimulation, ensuring that students are better prepared for their future social and academic environments.