Project-Based Learning on Critical Thinking Skills in Science Learning: Meta-analysis

Wulan Suci Ramadhani, Utiya Azizah, Harun Nasrudin

© 2024 Wulan Suci Ramadhani, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).

Citation Information: SAR Journal. Volume 7, Issue 2, Pages 136-142, ISSN 2619-9955, https://doi.org/10.18421/SAR72-10, June 2024.

Received: 26 March 2024.
Revised:   21 May 2024.
Accepted: 27 May 2024.
Published: 28 June 2024.

Abstract:

The development of information technology and the environment constitutes one of the most difficult challenges facing the 20th century. Quality education plays a crucial and strategic role in building quality human resources. We need to teach critical thinking to today's students. Critical thinking skills can be improved if the project-based learning model is applied to science education. The research method used was a literature review of relevant articles for five years (2019-2023). The systematic literature review process involves three stages: article search, research article filtering and selection analysis. Using Cohen's formula, the researchers have estimated the effect size. In the light of this study, the practical application of the project based learning method, Project Based Learning, aims to improve critical thinking skills in science education. Twenty research articles show that critical thinking skills essential to science education can be improved using Project Based Learning instruction.

Keywords – PjBL, critical thinking, science, effect size, Meta-analysis.

                   

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