The Effect of Project Based Learning (PjBL) Model on Critical Thinking Skills and Academic Achievement of Students at SMAN 3 Wera

Abstract

This study aims to analyze the effect of the implementation of the Project Based Learning (PjBL) model on critical thinking skills and student achievement at SMAN 3 Wera. This study was motivated by the low level of student active involvement and the suboptimal development of higher- order thinking skills due to the dominance of conventional learning. The research method used was a quasi-experimental design with a nonequivalent control group design. The research subjects consisted of two classes, namely the experimental class treated using the PjBL model and the control class using conventional learning. The research instruments were a critical thinking ability test and a learning achievement test. Data were analyzed using descriptive and inferential statistics. The results showed that the average post-test scores for critical thinking skills and student achievement in the experimental class were higher than those in the control class. The inferential test results showed that the difference was statistically significant, thus concluding that the implementation of the Project-Based Learning (PjBL) model had a positive effect on critical thinking skills and student achievement. The PjBL model is able to create active, contextual, and meaningful learning through student engagement in project- based problem-solving. Therefore, PjBL is recommended as an alternative innovative learning model to improve the quality of learning processes and outcomes in secondary schools