Erlinda Ningsih, Khairunnisa M. Yusof

Enhancing Critical Thinking in Junior High School through Project-Based Learning

Introduction

Enhancing critical thinking in junior high school through project-based learning. Discover how Project-Based Learning (PjBL) significantly enhances critical thinking skills in Indonesian junior high students. This study proves PjBL offers an effective solution for education reform.

Abstract

This study investigates the efficacy of the Project-Based Learning (PjBL) model in enhancing critical thinking skills among junior high school students in Indonesia, addressing a documented deficit often linked to traditional, teacher-centered pedagogy. Employing a quasi-experimental, nonequivalent control group design, the study involved 60 eighth-grade students. The experimental group received a PjBL intervention focused on a real-world problem, while the control group followed a conventional lecture-based curriculum. Critical thinking skills—assessed through a validated pre-test and post-test measuring interpretation, analysis, inference, evaluation, and explanation—served as the primary dependent variable. An independent samples t-test revealed a statistically significant improvement (p<0.05) in the mean critical thinking scores for the PjBL group. In contrast, the control group exhibited negligible growth. The findings provide strong evidence that PjBL is a highly effective strategy for developing critical thinking. By engaging students in active, collaborative, and inquiry-driven processes, the model offers a practical solution to a persistent educational challenge, holding significant implications for curriculum reform and teacher development.

Review

This study presents a highly relevant and timely investigation into a critical area of educational development: enhancing critical thinking skills among junior high school students. Addressing a documented deficit often linked to traditional, teacher-centered pedagogy in Indonesia, the research effectively demonstrates the efficacy of the Project-Based Learning (PjBL) model. The abstract clearly outlines the study's objective and methodology, immediately establishing the importance and practical implications of its findings. The core message that PjBL is a viable and effective strategy for fostering essential cognitive skills is strongly communicated from the outset. A significant strength of this research lies in its robust methodological design. The employment of a quasi-experimental, nonequivalent control group design, alongside the use of a validated pre-test and post-test instrument measuring key critical thinking domains (interpretation, analysis, inference, evaluation, and explanation), provides a solid foundation for the conclusions. The reported statistically significant improvement in critical thinking scores for the PjBL group (p<0.05), in stark contrast to the negligible growth in the control group, offers compelling evidence for the intervention's success. This clear statistical outcome strongly supports the argument that PjBL, through its active, collaborative, and inquiry-driven processes, is a powerful tool for developing higher-order thinking. While the abstract provides a compelling overview, a full discussion of this work would benefit from further elaboration on certain aspects to maximize its impact and guide future research. For instance, greater detail on the specific nature of the "real-world problem" that anchored the PjBL intervention could shed light on which problem characteristics most effectively stimulate critical thinking. Future studies might also explore the long-term sustainability of these enhanced critical thinking skills beyond the intervention period, or investigate the generalizability of these findings across different junior high school settings and subject areas. Additionally, while the abstract points to active and collaborative processes, a deeper dive into the specific pedagogical mechanisms within PjBL that drive the observed improvements would offer invaluable guidance for educators and curriculum developers.

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