21 ST CENTURY SKILLS; THE EFFECT OF PROJECT BASED LEARNING TO FINANCIAL LITERACY ON CHILDREN AGED 5-6 YEARS

Financial Literacy has a very significant role in determining a person's level of welfare. Financial literacy education must be given from an early age because at this age children are in the golden period so that children can obtain basic financial knowledge and expertise to manage financial resources effectively and wisely by following future needs. At present financial literacy education is still taboo to be taught to young children so that financial literacy education is rarely done either in the family or school environment. To overcome this problem, this study proposes Project Based Learning as an effort to improve the financial literacy abilities of young children, especially children aged 5-6 years. The effectiveness of the Project Based Learning Model was evaluated by designing learning activities carried out through the financial literacy game with the quasi experiment method in 48 children aged 5-6 years. Two variables: Project Based Learning Model and financial literacy. The results showed that there was an increase in financial literacy children aged 5-6 years by 66.67%.


I. INTRODUCTION
Globalization era caused many changes. Changes have occurred in the sectors of technology, economy, infrastructure and education. Changes to education that education is not only a vehicle for children to gain knowledge but also teach children to be able to use the knowledge they have acquired in facing future challenges, especially knowledge about managing finances.
Education financial literacy needs to be taught early on to educate children to be aware and understand about how to manage finances wisely and as needed. In general, teaching the concept of money to children is still considered taboo and the presumption is too early for children to understand financial. However, education in financial literacy can be taught to children ranging from a variety of very basic and simple financial concepts such as saving, buying or selling, and other activities that can support financial habits and good practices for children. Simple financial concepts such as using money, understanding numbers, the benefits of savings or buying and selling can be learned and understood by children. Children can learn through problems around, through an opportunity and the process of education financial literacy taught in school. Rapih (2016: 16) states that financial literacy education for children is not just about introducing money, but furthermore. Financial literacy education for children is a concept about the introduction of financial management wisely and is able to control financial expenditure by distinguishing which are needs and which are merely desires. The introduction of the difference between the needs and desires of children so that children become accustomed to self-control in spending the money needed.
This research explores the Project Based Learning Model for financial literacy of children aged 5-6 years. When children master financial literacy at an early age it will help them to be able to understand basic financial concepts and develop financial plans and make good and wise decisions for the welfare of their lives in the future. The aim is to analyze whether learning to use the Project Based Learning has a positive influence on financial literacy in early childhood.

Literature Review
Facing the challenges of the 21st century, education is required to prepare children to be able to face global economic competition. Frydenberg & Andone (2011) also states that to face learning in the 21st century, everyone must have critical thinking skills, knowledge and digital literacy abilities, information literacy, media literacy and master information and communication technology. Supporting this statement, US-based Apollo Education Group identified ten skills needed to work in the 21st century, namely critical thinking skills, communication, leadership, collaboration, adaptability, productivity and accountability, innovation, global citizenship, ability and entrepreneurship spirit and the ability to access, analyze and synthesize information (Ratna H., Moh. Salimin, Tri Saputri, 2017: 128). Partnership for 21st Century Skills also identified 21st century skills which include: critical thinking, problem solving, communication and collaboration. Kang, Kim, Kim & You (2012) also provide an overview of the 21st century skills framework in the cognitive, affective, and social cultural domains. The cognitive domain is divided into sub domains: the ability to manage information that is the ability to use tools, resources and inquiry skills through the discovery process; the ability to construct knowledge by processing information, giving reasons, and thinking critically; the ability to use knowledge through analytical processes, assessing, evaluating, and solving problems; and problem solving skills using metacognitive abilities and creative thinking. Summarizing from what has been explained, the 21st century skills that must be mastered are critical thinking skills.
Skills regarding critical thinking include the ability to access, analyze, synthesize information that can be learned, trained and mastered (Redecker et al, 2011). Critical thinking skills also describe other skills such as communication and information skills and the ability to examine, analyze, interpret and evaluate. Critical thinking means that children are able to respond to science and knowledge critically, able to utilize it for humanity. Being skilled at solving problems means being able to overcome the problems they face in the process of learning activities as a vehicle for training to deal with greater problems in their lives. Communication skills refer to the ability to identify, access, utilize and optimize communication tools and techniques to receive and convey information to other parties. Skilled collaboration means being able to collaborate with other parties to improve synergy. One example of 21st century skills related to critical thinking skills or critical thinking skills are related to financial literacy. Financial literacy is considered as the ability to read and understand matters relating to financial problems (Robert T. Kiyosaki, 2012: 57). Vitt, et al (2000) stated that financial literacy is the ability to read, analyze, manage, and communicate about personal financial conditions that affect economic well-being. This includes the ability to differentiate financial choices, discuss financial problems, future planning, and competence in responding to life events that affect daily financial decisions and events in the economy in general. Financial literacy is also considered as a measure of the extent to which a person understands the key financial concepts have the ability and confidence to manage personal finances properly, both short-term and longterm financial planning and is aware of changes economic conditions (Remund, 2010). It was concluded that financial literacy means the ability possessed for someone to understand and practice various aspects of finance, which includes general knowledge about finance, savings, loans, insurance, investment, financial planning so as to be able to manage their financial resources by making effective decisions about finance so that a prosperous life can be achieved. Given the importance of financial literacy, this must be taught to children from an early age.
According to Subroto Rapih (2016: 12) states that planting financial literacy values as early as possible in children will greatly affect the understanding and knowledge of financial literacy and also the level of children's welfare in the future. The cognitive properties of children who are still concrete and are still in the development stage are very effective for instilling the values of financial literacy. This is supported by Rotherdam & Willingham (2010: 5) who note that a child's success depends on 21st century skills, so the child must learn to have them. Characteristics of early childhood are children learning activities conducted through play activities (Samuelsson & Carlson, 2008;NAECY, 2009;Jackman, 2010;Bodrov & Leong, 2010;Nespeca, 2012;Huang, 2013;Den Hoed, 2014;Ministry of Education and Culture, 2015) it is clear that how to learn early childhood is different from adults. Bearing this in mind, a learning model that is tailored to the characteristics of early childhood is needed.
The model that can be used is the Project Based Learning (PBL) Model which is rooted in Jhon Dewey's belief that teachers must teach by appealing to children's natural instincts to investigate and create (Abidin, 2014: 158). Project Based Learning (PBL) model which is one that can develop the principles of educational learning in early childhood, namely playing while learning and making children the center of learning. Docket (2002: 241) supports the statement by stating that a program that can be carried out to develop play strategies and is child-centered is the project approach. In this approach, children are involved in choosing learning topics that attract attention and want to be known more deeply by individuals and groups. Armstrong and Thomas (2011: 1) explain that the Project Based Learning (PBL) Model is a learning model that organizes classes in a project. NYC Department of Education (2011: 8) also explained that PBL is a learning strategy in which children must build their own content knowledge and demonstrate new understanding through various forms of representation. Meanwhile, the George Lucas Educational Foundation (2018: 1) further defines that the project based learning model is a dynamic learning approach where children actively explore problems in the real world, provide challenges, and gain deeper knowledge. This learning uses problems as first step in gathering and integrating new knowledge based on experience in real activities (Kemendikbud, 2013: 56). Model Project Based Learning requires children to carry out an in-depth investigation of a topic. Children construct a deepening of learning with a research-based approach to the problems and statements that are weighty, real and relevant (Grant & Owen, 2010: 34). Children also develop more solving skills in working on a project that can produce something.
In its implementation, this model provides broad opportunities for children to make decisions in having a topic, conducting research, and completing a particular project. Learning by using this model makes children work in a real way, as if in the real world that can produce products realistically. Learning with this model is also a form of experiential education. Experiential education is usually described as the practice of learning based on the inquiry supported by several theories such as the learning by doing theory by John Dewey and the outward bound theory by Hann (Efstratia, 2014: 77). The core idea of projectbased learning is that real-world problems attract children's interests and provoke serious thinking when children acquire and apply new knowledge in the context of Hann's problem solving (Efstratia, 2014: 55). Based on this, it can be concluded that the project based learning model can be used as a learning model to increase financial literacy in early childhood. This is supported by research conducted by Stephani Bell (2011) who explained that project-based learning and learning strategies can improve 21st century skills in this research 21st century skills are financial literacy.
Various other studies have also shown the positive effect of project-based learning on children's learning outcomes (Tamim & Grant, 2010). Masitoh, et al (2011: 200) suggest that project-based learning can be used to develop children's abilities in socializing, collaborating, helping to help, discipline and moral aspects of children. Socializing with other children in a group to make relationships that can lead to a tendency to think, feel, act more towards group goals than yourself to achieve common goals by working together, helping one another in meeting the needs in order to realize group goals, empathize and mutual respect one another. As stated by Hanney and Savin Baden that children's activities centered on a complex set of interactions between group members during project-based learning activities will hone a variety of skills such as communication, planning, and collaboration (Harmer & Stokes, 2014: 78). For early childhood, there are several benefits that can be obtained through project-based learning (Rachmawati, 2010: 61), including Providing experience to children in organizing and distributing activities, learning to be responsible for each other's work, fostering a spirit of mutual cooperation and cooperation among the children involved, providing opportunities for children to develop attitudes and habits in carrying out work carefully, able to explore talents, interests and children's abilities and provide opportunities for each child both individually and in groups to develop their abilities.

B. Metode
The study used the quasi experimental method. Before the treatment of children aged 5-6 years, a pre-test is first performed to find out financial literacy for children. The next step the child is treated by applying the Project Based Learning Model in the learning process. When the treatment has been completed, a post-test is conducted again to determine the effect of the Project Based Learning Model on the financial literacy of children aged 5-6 years.
The assessment criteria are obtained through the calculation below: The results of the study are categorized as good if> 16.33 is sufficient if between the ranges of 11.67-16.33 while the results are categorized as less if <11.67.

Experiment Designs
Before the Project Based Learning is conducted, first a pre-test is conducted to the child to find out financial literacy children beforehand. Then, after applying the Project Based Learning Model, a post-test was reconducted to determine the difference in the financial literacy before and after the treatment. Learning by using the Project Based Learning Model is designed using the financial literacy game.
This game consists of two games, namely coin plant snakes and grouping of money. This game starts with the teacher explaining the activities that will be carried out classically then the child is divided into groups. In the coin crop snake game, children make a game of taking currency coins to run according to the number of the front currency taken. With the provisions: 100 for one step, 200 for two steps, 500 for five steps and 1000 for 10 steps. In the game of grouping money, children move the coins that are taken and put into a glass by following the nominal that has been affixed to the glass. After finishing, the children complete a project where the results of the coins that are inserted into the glass are posted on the strawberry board according to a large number of coins printed on the board. When the game is over, the teacher invites the children to sit on the mat, then the children together count the amount of money that is successfully pasted and count the amount of money in each group. The teacher asks the child to determine which group has the most money. The measure of success of this experiment is if there is a significant difference between the financial literacy of children aged 5-6 years before and after treatment and the child's ability to meet the standards outlined in the Minister of National Education Regulation No. 137 of 2014.

III. RESULTS AND DISCUSSION
After knowing the methodology and procedures in this study's children, it was found various results and discussions relating to the Project Based Learning model on financial literacy to children aged 5-6 years. The results and discussion in this research are presented as follows.

A. Discussion
In this study, researchers conducted the assumption test first before testing the hypothesis. The assumption test used is the normality test and the homogeneity test. Test assumptions or hypotheses are used to verify the research hypotheses and when the results of Asym. Sig test reaches p <0.05 then this shows that the hypothesis is accepted (Wei, Chen, & Chen, 2015). So it was concluded that the Project Based Learning Model can significantly increase financial literacy children aged 5-6 years.

Description Of Results Financial Literacy
From the research conducted obtained an average value of pre-test in children aged 5-6 years by 10.44 then after applying the Project Based Learning Model obtained a post-test value of 17.33 therefore there is a significant change between financial literacy in children before and after the application of the Project Based Learning. To find out testing a hypothesis or relationship, researchers first test the assumptions in the form of normality tests and homogeneity tests as a condition in the use of t-test analysis.

Normality Test
Normality test is done to determine whether the distribution of data has normal distribution or not. The results of the normality test can be seen in the following table: Known sig value before treatment is 0.068 and sig value after treatment is 0.198, which means Sig value> 0.05, then the data is normally distributed.

Homogeneity Test
The homogeneity test aims to provide confidence that a set of data manipulated in a series of analyzes comes from populations that are not much different in diversity. The results of the homogenity test can be seen in the following table: Based on the table above, the Asymp sig value obtained before treatment is 0.999 and after treatment 0.647 the value is greater than 0.05. So it can be concluded that both groups are homogeneous or have the same variance.

Hypothesis Test
After testing the assumptions, the next step is to test the hypothesis. Hypothesis testing is done to see financial literacy children aged 5-6 years after being given treatment by applying the Project Based Learning Model so that needs to be seen the relationship between pretest data and posttest as the table below: Provided that if the value of P <0.05, there is a difference between the results of the pretest and posttest. And if P> 0.05 then there is no difference between the results of the pretest and posttest. Based on the table above shows an average difference of 6.896 and a P value (2 tailed) of 0.000 means that a value of sig <0.05 so that it is concluded that there are differences in values after treatment and have a significant increase and indicate that there is a difference between the results of pretest and posttest.
Comparison of recapitulation results of the pretest-posttest can be seen in the table and graph below: Based on the table it is known that all children experienced an increase in financial literacy first: this can be seen in children who are in either category 0% to 66.67%, sufficient 37.5% to 33.33% and less than 62.5 % to 0%. The description of the results of the comparison before and after the treatment can be seen in the following graph: Figure 1. Comparison of children's cognitive development before and after nature-based learning Based on the comparison before and after it was known that all children experienced an increase in financial literacy. This means that Project Based Learning Model has a significant influence on financial literacy children aged 5-6 years.

B. Result
This study applies the Project Based Learning to improve financial literacy of children aged 5-6 years because this learning is believed to be able to optimize all aspects of development in early childhood. The pretest results showed that 62.5% of children were in the poor category and there were no children in either category. Supposedly children aged 5-6 years already have financial literacy by following with indicators of the level of achievement of child development in the Minister of Education Regulation number 137 of 2014. Various factors, both internal and external, caused low financial literacy children.
After observing the field, the fact is that the cause of the low financial literacy children because not yet taught financial literacy to children aged 5-6 years at school because teaching the concept of money is still considered taboo and too early for children to understand finances. Then, researchers applied the Project Based Learning Model as a learning model that was used to improve financial literacy children aged 5-6 years. This study involved 3 kindergarten teachers, treatments were carried out 3 times to prove that the Project Based Learning Model could increase financial literacy children aged 5-6 years. The results showed financial literacy children increased significantly to 66.67% which included in the good category. Within one month, this research was said to be successful because it could increase financial literacy of children aged 5-6 years.

IV. CONCLUSION/RECOMENDATION
This research explores the Project Based Learning Model to improve financial literacy of children aged 5-6 years. because it trains children to understand and practice various aspects of finance such as efforts to control themselves in using their money wisely so that in the future economic prosperity children will be achieved because children are accustomed to managing finances properly and correctly.