Gusmaniarti, Mustaji, Wahono Widodo, Suryanti, Hendratno, Neni Mariana
This research investigates how the online implementation of the DACAR learning model comprising Demonstration, Association, Collaboration, Action, and Reward impacts the development of critical thinking abilities in early childhood. The study is grounded in the belief that fostering critical thinking from an early age is crucial, even when instruction occurs virtually. A quantitative approach was employed, utilizing a quasi-experimental design known as the One Group Pretest-Posttest Design. The participants consisted of 30 group B students from Insan Cendekia Kindergarten in Sidoarjo during the 2024/2025 academic year, selected through total sampling. Data were gathered through assessments and observations aligned with early childhood critical thinking indicators. Analysis was conducted using the SPSS software, including tests for normality, homogeneity, and paired sample t-tests. Findings revealed a statistically significant improvement between pretest and posttest scores, with a p-value of 0.000 (p < 0.05), indicating that the online DACAR model positively influences young children’s critical thinking skills. These results suggest that DACAR is an effective method for enhancing cognitive development during early learning, even in an online format. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Universitas Negeri Surabaya, Indonesia; Universitas Muhammadiyah Surabaya, Indonesia
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