The Influence of Project-Based Learning Model on High School Students' Critical Thinking Skills

Abstract

Critical thinking skills are essential skills in facing global challenges in the Industrial Revolution 4.0 era. However, conventional learning approaches that still dominate in Senior High Schools (SMA) have not been fully able to develop these skills optimally. The Project-Based Learning (PBL) model is believed to be able to improve students' critical thinking skills by actively involving them in exploration, investigation, and solving real problems. This study aims to analyze the effect of PBL implementation on high school students' critical thinking skills. This study uses a quantitative method with a quasi-experimental design. The sample consisted of two groups of high school students, namely the experimental group using PBL and the control group using conventional learning methods. Data were collected through critical thinking ability tests, observations, and questionnaires. The results of the statistical analysis showed that there was a significant difference between the post-test results of the experimental group and the control group, with the average post-test score of the experimental group being higher. Observations also showed that students in the experimental class were more active in asking questions, discussing, and developing solutions in projects. The results of this study confirm that the implementation of PBL significantly improves students' critical thinking skills compared to conventional learning methods. However, challenges in implementing PBL, such as time management and collaboration between students, still need further attention. Therefore, recommendations are given to teachers and schools to develop more effective implementation strategies in implementing project-based learning.