Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 73 APPLICATION OF PROJECT METHODS TO INCREASE INTERPERSONAL INTELLIGENCE OF EARLY AGE CHILDREN (Case Study In Kartika XIX-43 Brigif Cimahi Kindergarten) Deepprilla SuhandaIKIP SILIWANGI BANDUNGdeepprilla29@gmail.com ABSTRACTGolden age is the golden age of child development which at the age of 0-6years improves child interpersonal intelligence has been achieved at thistime one of them through the implementation of the project method. Thegoal to be achieved through this research is to know and describe: 1). Earlychildhood interpersonal intelligence before applied project method inKartika Kindergarten XIX-43 Brigif Cimahi 2). application of early childhoodinterpersonal intelligence through project method in Kartika XIX-43Kindergarten Brigif Cimahi 3). Early childhood interpersonal intelligenceafter applied project method in Kartika XIX-43 Kindergarten Brigif Cimahi.This study uses qualitative research deskritif Source of this data arestudents in kindergarten Kartika XIX-43 Brigif Cimahi Tengah, School year2017/2018, while the sample of the study amounted to 6 students into thecase. The results showed that: 1) the initial condition to improve theinterpersonal intelligence of the child by the teacher is still relativelymonotonous and conventional in that it is associated with the limited workon the learning that is related to interpersonal intelligence 2). process oflearning the project method taken through the stages of learning the simpleis not complicated and can be followed by the child. 3). The achievement oflearning through project methods in certain forms has contributed to suchimprovements in interpersonal intelligence in general, especially whenstarting to cooperate with friends and division of tasks with other friendsmeningkast significantly. Based on the results of the discussion that hasbeen described learning activities with the implementation of projectmethods is very positive impact on improving children's interpersonalintelligence in Kartika Kindergarten XIX-43 Central Cimahi Year2017/2018. The result of obsevation of improvement of childreninterpersonal intelligence before and after implementing the projectmethod showed optimal and significant development. Keywords: project method, interpersonal intelligent PRELIMINARYEarly Childhood Education (PAUD) is an education provided for early childhood (0-6)done through various stimuli to help the growth and development both physically andspiritually in order to possess the right to enter the next level of education. Through theearly childhood, it is expected that children can develop all their potential that includes Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 74 moral development and religious, physical, social, emotional, linguistic, artistic value,mastering a number of knowledge and skills according to development, and havingmotivation and learning attitude to be creative.Multiple intelligence is the ability to solve problems or create something of value in aculture (according to Gardner 2014: 16). plural intelligence is a theory that describesand explains the various intelligences that are possible for a child to have. But in thiscase, there is only one or two dominant intelligences that every child has. One of them isinterpersonal intelligence. To help children develop interpersonal intelligence is therole of educators needed to stimulate children to build human resources that are able tooptimize the intelligence of each child who is different from each other. One of thedevelopmental dimensions of early childhood education is the development ofcooperation or better known as interpersonal intelligence.The project method is the research of an expanded and deep-seated topic by workingtogether or team work whose ideas are worthy of the attention, time, and energy ofchildren. The project method aims to improve the imagination, cooperation, socializing,and able to lead the team.In an effort to develop interpersonal intelligence, learning by project method given inschool is basically directed to cultivate the sensitivity and creativity so as to make theapresiatif, critical, and creative attitude to the students as a whole. Learning by projectmethod other than unique, meaningful, and useful to the needs of early childhooddevelopment.Pengenalan pembelajaran dengan metode proyek pada The introduction of learning byproject method to children by schools since early childhood will more quickly stimulatethe growth of children in aligning thinking power appropriate to the level of earlychildhood development so as to have a creative impact on the development ofpsychiatric children. Activity that seems more dominant in children that is in the form ofactivity and creativity considering the children of early age known as energetic soul,active, nimble, and high creativity. (Tanner, 2011: 307)Based on the description, the researchers see how important the learning-based methodof the project, in addition to developing children's interpersonal intelligence and trainchildren to innovate. To that end, the researcher wanted to study how the application ofproject-based learning method was able to develop early child interpersonalintelligence of 5-6 years in Kartika XIX-43 Central Cimahi Brigade Kartika. THEORY AND METHODS STUDYOut of School Education is based on four principles of needs, life-long educationprinciples, principles relevant to community development, and the principle of futureinsight. In this regard attention is more directed to lifelong educational principlesrelevant to the topic being discussed.PLS is any systematic educational activity organized intentionally and continuouslyoutside the school education to help learners to actualize themselves according to theirlearning needs. PLS is an out-of-school, organized and systematic short-term and Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 75 continuous education to provide facilities to learners in order to achieve learningobjectives in harmony with national education objectives.UUSPN 20/2003 on Nonformal is a formal education path that can be implemented in astructured and tiered. According to Philip H. Coombs in the book Engking S Hasan PLS isany organized and systematic activities outside the established school system, carriedout independently or an important part of a wider activity, which is purposely donecertain learners in achieving learning objectives.Meet the needs of community learning that can not be met in the school education path.Characteristics of the PLS, mastery of knowledge, attitudes, skills demonstrated byperformance not certificates. Contains uncomplicated contents and structures, usuallyinvolving voluntary participation, often not using an incoming selection system, hasgreat potential for multiple influences. PLS functions are: 1. Complement, 2.Supplements, 3. Substitution, 4. Bridging the extent of formal education enteringemployment, 5. As a vehicle for survival and improve life. Non-formal education unitNon formal education majlis taklim, course institutions, study groups, PKMB, family unittypes. Forms of the PLS Program: Early Childhood Education (PAUD), literacy education,equivalency education, life skills education, women's empowerment education, Courses.Early childhood education According to E. Mulyasa (2012: 43) is the basic and majorfoundation in the personal development of children; both related to character, physicalability, cognitive, language, art, emotional social, spiritual, self-discipline, self-concept,and independence. Therefore, in providing educational services, it is necessary tounderstand the characteristics of development as well as the way children learn andplay. For these purposes, parents and teachers in addition need to have knowledge andunderstanding of educational psychology also in demand to understand the psychologyof child development and learning psychology.PAUD itself is a coaching effort that is shown to children from birth up to the age of sixthat is done through the provision of educational stimulus to help growth and physicaland spiritual development so that children enter readiness in entering furthereducation. And in article 1 point 12 of the Law of the National Education System No. 20Year nonformal is 2003. education education path outside formal education that can becarried out in a structured and tiered.The period of early childhood lasts from the age of two years to six years (morecommonly known as early age), while the final childhood period lasts from six yearsuntil the time comes for sexual maturity. What is meant by early childhood orkindergarten according to Biechler and Snowman (1993), are those aged 3-6 years, andusually they follow kindergarten program or kindergarten.Early childhood is one of the most important periods, as this period is a critical stage ofdevelopment. It was at this time that a person's personality began to be formed. Theexperiences of this period tend to persist and affect the attitude of the child throughouthis life. At this time the child likes to do various activities such as taking care of theenvironment, imitating, kissing and touching .. a rich environment and lots ofstimulation can improve the learning ability of children. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 76 Intelligence is a difficult term to define and gives rise to different understandings amongscientists. In the popular sense, intelligence is often defined as the mental ability tolearn and apply knowledge in manipulating the environment, as well as the ability tothink abstractly (Bainbridge, 2016: 9). Other definitions of intelligence includeadaptability to new environments or current changes, the ability to evaluate and judge ,the ability to think productively, the ability to learn quickly and learn from experienceand even the ability to learn quickly from experience and even the ability to understandrelationships.Interpersonal intelligence is the ability to understand the thoughts, attitudes, andbehaviors of others (Garder & Checkley, 1997: 12) in multi-intelligence based learning,this intelligence is an intelligence with indicators that are fun for others. The corecomponent of interpersonal intelligence is the ability to digest and respond to the exactnature of different feelings, motivational intentions, feelings, and wishes of others inaddition to the ability to cooperate, the other component is the sensitivity of the abilityto capture the very subtle differences that have the purpose, motivation, mood, feeling,and ideas of others. High sensitivity to facial expressions, sounds and gestures. Childrenwith good interpersonal skills can understand the state of the soul, desires, and feelingsthat others experience when interacting with the environment, thereby establishingrapport with others will be easy so as to create a comfortable living atmosphere withoutany significant constraint even though life in different religions, tribes, races andlanguages. Children with appropriate interpersonal intelligence to become educatorssuch as teachers or lecturers, consultants, organizers, diplomats, researchers and socialscientists, activists, religious leaders, negosintor, and others.According to Cord et al. (Khamdi, 2007) Project-based learning is an innovative learningmodel or approach, which emphasizes contextual learning through complex activities.Project-based learning is the use of projects as a learning model. Projects put studentsinto an active role that is as a breaker problems, decision makers, researchers, anddocument makers.The Project Based Learning Approach is supported by a theory of constructivismlearning which states that the basic structure of an activity consists of the objectives tobe achieved as subjects within the context of a society in which the work is done bymeans of the tools of work regulations, the division of tasks in application in theclassroom in active activity in the form of doing (doing) rather than passive activityreceiving knowledge transfer from the teacher. The philosophy of constructivism studyemphasizes that learning is not just memorizing but reconstructing or building newknowledge and skills through the facts or propositions they experience in their lives.According to Murphy constructivism is a broadly supported learning theory that standson the idea that students build their own knowledge in in the context of his ownknowledge. Mulyasa in his Competency-Based Curriculum says the constructivismapproach is a learning approach based on that by reflecting on our experiences we willbe able to build an understanding of the world in which we live.This research uses a qualitative method that aims to create a description, description orpainting systematically, factually and accurately about the facts, properties andrelationships between the phenomenon investigated and the research approach using Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 77 the procedure of continuous observation implementation to find the maximum results,this research is carried out once a week until the level of child achievement is achieved.According to (Sugiyono, 2012: 7) writes, "the term qualitative research is intended as atype of research whose findings are not obtained through statistical procedures or othercounts."Total population of 14 students and sample of 6 students, technique of data collection:observation, interview, documentation study, literature study. The steps of datacollection: planning, data collection, data collection and processing, inference andpresentation of data. RESULTS AND DISCUSSIONThe data obtained from this study is to develop interpersonal intelligence in earlychildhood through the project method in Kartika XIX-43 Cimahi kindergarten whoobtained the results from observation. The observational data was conducted to findout the improvement of children interpersonal intelligence through the project method,while the provision of learning through field try was done to know the initial ability inthe child before given the learning of the child project method. Table Graphic 1. The Objective Condition of Researcher's SubjectSeen in the graph table on the objective conditions on the subject to be studied averagestill at the bottom level or not yet developed on aspects of interpersonal intelligencethrough the project method, it is necessary to exercise, stimulus or stimulus in order toincrease the development of intelligence, especially interpersonal intelligence throughthe application of project methods which will then be applied at the next meeting.Viewed from the graphic description, children should have a routine of at least twice aweek in stimulating the development of interpersonal intelligence through the projectmethod, which is where the interpersonal intelligence is needed in the communitybecause it requires interaction, tolerance, empathy, cooperation, responsibility anddiscipline and self-leadership in attitude, the use of this project method is one way tostimulate and explore the potential of such children, especially in interpersonalintelligence. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 78 Table Graphic 2. Research Day 9From the results of research on the subject of the researcher it can be concluded thatthe six subjects of this research succeeded in developing interpersonal intelligencethrough the project method because it looks after doing 13 times the application ofactive children in agility and kecerian and confidence, the child was enthusiastic andvery happy to receive learning through the project of children , because thedevelopment of interpersonal intelligence is packaged well and interesting so thatchildren enjoy doing learning activities through the project method. Table Graphic 3. Research Day 13From the graph above at the thirteenth meeting to increase interpersonal intelligence itcan be seen that there are some improvements of each significantHence improving children's interpersonal intelligence through project methods canexperience significant improvements such as when teachers provide lessons usingproject methods to children. Children look more active and confident.Based on all observation data above, it can be concluded that improving interpersonalintelligence through project method in Kartika XIX-43 Cimahi kindergarten is better andmore children understand and can do activity well. The data shows that all children whodo all the learning activities for that very well the role of the teacher providesimprovement in the application of enhancing interpersonal intelligence is moreinteresting very well in conveying it through the project method. However, the processof family-based learning is a very important part to develop the character of earlychildhood (A.S. Akhyadi & D. Mulyono, 2018: 1-8) Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 79 CONCLUSIONthe results of research on the application of project methods to improve early childhoodinterpersonal intelligence basically can be concluded that the main problem is whethertrue project-based learning method can contribute to early childhood interpersonalintelligence, it can be seen as contributing to the interpersonal intelligence of children inthis kindergarten Kartika XIX-43, as evidence to the above question is described asfollows:1. The objective condition of group B interpersonal intelligence in Kartika KindergartenXIX-43, in fact has not shown strong interpersonal intelligence, especially in theinteraction aspect with friends have not been able to all, in cooperation with tem thechild is still there who do not want even often solitary, responsible answer to his dutiesand work sometimes children always mention "already cape bu guru", not yetappreciate his friend's opinion, still embarrassed to express or express his opinion infront of his friends, some subjects researchers can not feel empathy, and not yet able tobecome peminpin in his group because it is still shy or not confident.2. The process of applying the Group B project method in Kartika Kindergarten XIX-43in its implementation is carried out by 6 research subjects in 13 meetings with 5different project method learning, there are gradual improvements such as interactingwith friends, in collaboration with teaman, responsible for his duties and work,respecting his friend's opinions, can express his opinions, feel empathy, and be able tobecome his group leader, so that it can improve the quality of interpersonal intelligenceof learning especially through the project method.3. Based on the results of research that has been implemented, implementation throughproject method can improve and develop early child interpersonal intelligenceespecially group B in Kartika Kindergarten XIX-43. This is evidenced by the results ofresearch on the application of project methods that can improve aspects ofdevelopment such as interacting with friends, cooperating with friends, responsible forthe task and work, respect the opinions of friends, can express opinions, feel empathy,and able to become peminpin group increased significantly. BIBLIOGRAPHYAkhyadi, A. S., & Mulyono, D. (2018). PROGRAM PARENTING DALAM MENINGKATKANKUALITAS PENDIDIKAN KELUARGA. ABDIMAS SILIWANGI, 1(1), 1-8.Beaty, Janice. (2015). Observasi Perkembangan Anak Usia Dini. Jakarta: Kencana.Departemen Pendidikan Nasional. (2003). Undang-Undang Sistem Pendidikan Nasional(UU RI Tahun 2003) Dan Peraturan Pelaksanaannya. Jakarta: DepartemenPendidikan Nasional.Dimyati, Johni. (2016). Pembelajaran Terpadu: Untuk Taman Kanak-Kanak/ RaudatulAthfal Dan SekolahDasar. Jakarta: Prenada media Group.Helmawati. (2015). Mengenal Dan Memahami PAUD. Bandung: Remaja Rosdakarya.Jasmine, Julia. (2016). 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