The Influence of Project Based Learning and Critical Thinking Learning Models on Science Learning Outcomes of Grade V Elementary School
Article Sidebar
Main Article Content
Abstract
Background This study investigates the effect of the Project-Based Learning (PjBL) model and students’ critical thinking skills on science learning outcomes of fifth-grade elementary school students. The research employed an experimental method with a 2×2 factorial design, involving two independent variable learning models (PjBL) and conventional learning) and critical thinking skills (high and low) and one dependent variable, namely science learning outcomes. The participants consisted of 67 fifth-grade students from SDN Pejaten Barat 06, South Jakarta, divided into an experimental group (34 students) and a control group (33 students). Data were collected using science learning outcome tests, critical thinking questionnaires, observation sheets, interviews, and documentation. Instrument validity and reliability were tested prior to data analysis. The data were analyzed using two-way ANOVA and t-tests with the assistance of SPSS. The results showed that the application of the Project-Based Learning model had a significant positive effect on students’ science learning outcomes. The experimental group achieved a higher average posttest score (92.13) compared to the control group (77.39). Students’ critical thinking skills also significantly influenced learning outcomes, with students who demonstrated high critical thinking skills achieving better results than those with lower levels. Furthermore, the analysis revealed a significant interaction between the PjBL model and critical thinking skills on science learning outcomes, indicating that PjBL is more effective when accompanied by the development of students’ critical thinking abilities. In conclusion, the Project-Based Learning model integrated with critical thinking development is effective in improving science learning outcomes, promoting active participation, collaboration, and higher-order thinking skills. This learning model is recommended as an innovative instructional approach to enhance the quality of science learning in elementary schools in accordance with 21st-century educational demands.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Any article on the copyright is retained by the author(s).
- The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share work with an acknowledgment of the work authors and initial publications in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of published articles of work (eg, post-institutional repository) or publish it in a book, with acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their websites) prior to and during the submission process, as can lead to productive exchanges, as well as earlier and greater citation of published work.
- The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
References
Anazifa, R. D. (2017). Jurnal Pendidikan IPA Indonesia PROJECT- BASED LEARNING AND PROBLEM- BASED LEARNING : ARE THEY EFFECTIVE TO IMPROVE STUDENT ’ S THINKING SKILLS ? 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100
Dewey, J. (1933). How We Think. D. C. Heath & CO. Publishers.
Hasnan, S. M., Rusdinal, R., & Fitria, Y. (2020). Pengaruh penggunaan model discovery learning dan motivasi terhadap kemampuan berpikir kritis peserta didik sekolah dasar. Jurnal Basicedu, 4(2), 239–249.
Imarida. (2024). The Effect of Project-Based Learning on Critical Thinking Skills of Elementary School Students. 5(1), 52–64.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19. https://doi.org/10.1177/1365480216659733
Kristianawati, I., Rufi’i, & Rachmadtullah, R. (2015). PENGARUH MODEL PROBLEM BASED LEARNING DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM DI SEKOLAH DASAR. Jurnal Ilmiah Sekolah Dasar Pendidikan Dasar, 8(1), 95–111.
Lidyasari, A. T. (2023). Project-Based Learning ( PjBL ) Learning Model in Improving Critical Thinking Abilities in Elementary Schools to Support 21 st Century Learning. 9(11), 1165–1170. https://doi.org/10.29303/jppipa.v9i11.4776
Manalu, K., Nur, U., & Dwi, A. (2024). Pengaruh Model Project Based Learning (PJBL) Terhadap Keterampilan Berpikir Tingkat Tinggi (Hots) Siswa Smas Budisatrya Pada Materi Ekosistem. 12(2), 95–106.
Mangangantung, J., Pantudai, F., Rawis, J. A. M., Guru, P., Dasar, S., & Manado, U. N. (2023). Penerapan Model Pembelajaran Project Based Learning untuk Meningkatkan Kreativitas dan Hasil Belajar IPA Siswa Kelas V. 5(2), 1163–1173.
Munawwaroh, L., Krisnamurti, C. N., Magdalena, M., & Wahyuni, S. (2023). Peningkatan Keterampilan Berpikir Kritis dengan Menggunakan Model Pembelajaran Project Based Learning ( PjBL ) berbasis STEM pada Materi Kalor dan Perpindahannya di Kelas V SD Negeri Ploso. 4(2), 97–102. https://doi.org/10.30596/jppp.v4i2.15030
Nyoman, N., Kamala, S., Bagus, I., Arnyana, P., & Margunayasa, I. G. (2023). Project Based Learning Berbasis STEM : Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Siswa. 6, 133–143.
Pertiwi, P. R., Triwoelandari, R., Hidayat, M. F., Ibn, U., & Bogor, K. (2025). Implementasi Pembelajaran IPA Berbasis Project Terhadap Kemampuan Berpikir Kritis Siswa Kelas V Sekolah Dasar Islam Terpadu. 8, 127–136.
Puspitaningrum, R. D., Listiani, I., & Rudyanto, H. E. (2025). Analysis of Critical Thinking Skills in Science Learning Through the Implementation of Project Based Learning Model Assisted by Animated Video Media in Elementary School Students. 11(9), 1048–1054. https://doi.org/10.29303/jppipa.v11i9.12683
Rahayu, S., & Artayasa, I. P. (2025). Trends in Project-Based Learning for Developing Critical Thinking Skills in Science Education : A Bibliometric Review. 2(1), 26–34. https://doi.org/10.56566/ijses.v2i1.258
Ratna Hidayah 1), P. P. 2). (2016). PENGARUH PBL TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR KOGNITIF IPA PADA SISWA SD. 4(2), 186–197.
Schon, D. A. (1983). The Reflective Practitioner. Basic Book.
Widiawati, O., Suriansyah, A., & Cinantya, C. (2024). Model Pembelajaran Project Based Learning dalam Meningkatkan Kemampuan Berpikir Kritis pada Siswa Sekolah Dasar. 2062–2070.
Zahara, D. (2024). Pengaruh Model Pembelajaran Project Based Learning terhadap Kemampuan Berpikir Kritis Siswa pada Pembelajaran IPA di Kelas V Sekolah Dasar. 8, 39703–39707.