PENGARUH PENERAPAN GROWTH MINDSET TERHADAP PENINGKATAN KEMANDIRIAN ANAK USIA DINI DI KELOMPOK B1 TK NEGERI PEMBINA PALU UTARA

Abstract
Independence is a foundational competency in early childhood, yet many young children show limited persistence and confidence when facing self-care challenges such as tying their own shoelaces. This study examined whether integrating growth mindset principles into a Project-Based Learning (PjBL) shoe-tying micro-project could improve independence among children aged 5–6 years. A quantitative, pre-experimental one-group pretest-posttest design was used, involving 12 children (five girls, seven boys) in Group B1 at a public kindergarten in Palu, Indonesia. Independence was measured using a structured observation instrument covering physical, social, and emotional dimensions, validated through expert judgment and confirmed reliable through internal consistency and inter-rater agreement. Data were analyzed descriptively and, following a non-normal distribution, compared using the Wilcoxon Signed Ranks Test. Results showed a significant increase in independence scores from a pretest mean of 5.75 to a posttest mean of 8.75 on a 3–12-point scale (p = 0.002), with a large effect size (r = 0.646) and statistical power of 0.81. All 12 participants improved, and no child remained in the lowest category after the intervention, though gains were more pronounced in the emotional dimension than in the physical and social dimensions. These findings indicate that early childhood independence can be strengthened by embedding growth mindset strategies within authentic, hands-on project-based activities, offering a practical model for educators to cultivate persistence, confidence, and autonomy through everyday life-skill practice.