Enhancing Critical Thinking Skills Through Project-Based Learning In Secondary Education

Abstract

This study investigates the effectiveness of Project-Based Learning (PjBL) in enhancing critical thinking skills among Grade 10 students at a private senior high school (SMA Swasta) in Jember, Indonesia. Using a quasi-experimental design, 60 students were divided into control and experimental groups. The experimental group received PjBL instruction for six weeks, while the control group followed conventional teaching. Pre-test and post-test results were analyzed using t-tests. Findings showed a significant improvement in the experimental group’s critical thinking scores (mean increase from 64.2 to 81.7), especially in analysis and inference. The control group showed only modest gains. PjBL was found to promote active engagement, real-world problem-solving, and collaboration—key elements in developing critical thinking. Teachers observed higher student motivation and participation during project activities. The study concludes that PjBL is an effective instructional strategy to foster critical thinking in secondary education. It recommends broader implementation and teacher training to optimize its impact in Indonesian classrooms.