Journal of Education, Society and Behavioural Science

Aims: The aim of this study was to identify the effect of the project-based seamless learning model on critical thinking of prospective early childhood education educator students.

Study Design:  The research used quantitative experimental design.

Methodology: The method used quasi experiment with research design nonequivalent pretest posttest group design, where there is an experimental group and a control group, the experimental group is given treatment and there is no treatment on the control group. The research subjects were 150 students, 75 students in the experimental group and 75 students in the control group. Data collection using tests conducted pretest and posttest. project-based seamless learning model on critical thinking skills of prospective educator students. Based on the results of hypothesis testing on the posttest, the value on the posttest of the experimental group and the control group obtained a significance value of 0.001 <0.050. And also the difference in the average value of the experimental group's posttest of 84.20, greater than the lower control group of 80.40. This proves that there are differences caused by the application of learning models in the two groups. The experimental group used a project-based seamless learning model while the control group used a conventional model.

Conclusion: There is an effectiveness of project-based seamless learning model on critical thinking skills of prospective early childhood education educator students. Hopefully, the project-based seamless learning model can be applied at various levels of educational institutions, various subject matter so that the quality of learning will be better. Can improve and develop various skills of students during learning.