The Effect of the Project Based Learning (PjBL) Model on Students’ Critical Thinking Skills in Physics
DOI:
10.29303/jpft.v11i2.10699Published:
2025-12-23Issue:
Vol. 11 No. 2 (2025): July - DecemberKeywords:
Particle Dynamics, Critical Thinking Skills, Project-Based LearningArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to examine the effect of the Project Based Learning (PjBL) model on students’ critical thinking skills in physics, particularly on the topic of particle dynamics. This research employed a quasi-experimental method with a nonequivalent control group design. The population consisted of all eleventh-grade students of Senior High School 10 Mataram in the 2025/2026 academic year, totaling 53 students. The sample was selected using a saturated sampling technique, resulting in 28 students from class XI MIPA 1 as the experimental group and 25 students from class XI MIPA 2 as the control group. The experimental group was taught using the Project Based Learning (PjBL) model, while the control group received instruction through a conventional learning model. The results of the analysis showed that the average score of students’ physics critical thinking skills in the experimental group was 78.57, which falls into the critical category, while the control group achieved an average score of 72.22, categorized as moderate. The instrument used to measure critical thinking skills consisted of six essay questions. Hypothesis testing was conducted using a pooled variance t-test with the criterion that if the calculated t-value exceeds the critical t-value, the alternative hypothesis is accepted and the null hypothesis is rejected. The t-test results indicated a calculated t-value of 2.29, which is greater than the critical t-value of 2.01 at a significance level of 5 percent. Furthermore, the N-Gain test was applied to determine the improvement in students’ critical thinking skills. The results showed an N-Gain value of 0.68 for the experimental group and 0.57 for the control group, both of which fall into the moderate category. Based on these findings, it can be concluded that the Project Based Learning (PjBL) model has a significant effect on students’ critical thinking skills in physics.
References
Afifah, A. N., Ilmiyati, N., & Toto, T. (2019). Model project-based learning (PjBL) berbasis STEM untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis peserta didik. Quagga: Jurnal Pendidikan dan Biologi, 11(2), 73-78.
Amalia, R., Kosim, K., & Gunada, I. W. (2022). Pengaruh model pembelajaran berbasis masalah berbantuan simulasi PhET terhadap sikap ilmiah dan kemampuan berpikir kritis fisika peserta didik. Jurnal Ilmiah Profesi Pendidikan, 7(2b), 747-756.
Busyairi, A., Rokhmat, J., & ‘Ardhuha, J. (2022). Pelatihan pembelajaran STEM (Science, Technology, Engineering, and Mathematics) berbasis potensi lokal bagi guru di SMPN 3 Batukliang. Jurnal Pengabdian Magister Pendidikan IPA, 5(4), 181-187.
Dianawati, E. P. (2022). Pembelajaran berbasis proyek (Project-Based Learning, PBL): Solusi ampuh pembelajaran masa kini. Pusat Pengembangan Pendidikan dan Penelitian Indonesia.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Millbrae: California Academic Press.
Fitri, W. J., Maimunah, & Suanto, E. (2023). Analisis kemampuan berpikir kreatif matematis peserta didik SMP pada materi persamaan garis lurus. Jurnal Pendidikan Tambusai, 2(2022), 1678–1688.
Gunada, I. W., Wahyudi, W., Ayub, S., Taufik, M., & Busyairi, A. (2023). Validitas perangkat model project-based learning berbasis STEM pada pokok bahasan perubahan energi untuk meningkatkan sikap ilmiah. Empiricism Journal, 4(1), 134-144.
Mahtumi, I., Purnamaningsih, I. R., & Purbangkara, T. (2022). Pembelajaran berbasis proyek (Project-Based Learning). Uwais Inspirasi Indonesia.
Novalianti, K. E., Susilawati, S., & ‘Ardhuha, J. (2021). Pengaruh model brain-based learning berbantuan Brain Gym terhadap kemampuan berpikir kritis ditinjau dari motivasi belajar fisika peserta didik. Jurnal Pijar Mipa, 16(1), 49-56.
Nuraini, U. (2023). Manajemen kelas berbasis outcome-based education (OBE). Yogyakarta: PT. Nas Media Indonesia.
Rachmawati, I., Feranie, S., Sinaga, P., & Saepuzaman, D. (2018). Penerapan pembelajaran berbasis proyek untuk meningkatkan keterampilan berpikir kreatif ilmiah dan berpikir kritis ilmiah peserta didik SMA pada materi kesetimbangan benda tegar. WaPFi (Wahana Pendidikan Fisika), 3(2), 25-30.
Ratu, T., Sari, N., Mukti, W. A. H., & Erfan, M. (2021). Efektivitas project-based learning terhadap efikasi diri dan kemampuan berpikir kritis peserta didik. Konstan: Jurnal Fisika dan Pendidikan Fisika, 6(1), 1-10.
Rineksiane, N. P. (2022). Penerapan metode pembelajaran project-based learning untuk membantu peserta didik dalam berpikir kritis. Jurnal Pendidikan Manajemen Perkantoran, 7(1), 82-91.
Rohmani, A. H., Muyassarah, & Khalizah, S. N. (2024). Model & strategi pembelajaran. In S. Salam (Ed.), Widina Media Utama.
Sari, R. T., & Angreni, S. (2018). Penerapan model pembelajaran PjBL untuk meningkatkan kreativitas mahasiswa peserta didik. Jurnal Varidika, 30(1), 79-83.
Sholeh, M. I., Tasya, D. A., Syafi’i, A., Rosyidi, H., Arifin, Z., & binti Ab Rahman, S. F. (2024). Penerapan pembelajaran berbasis proyek (PjBL) dalam meningkatkan kemampuan berpikir kritis peserta didik. Jurnal Tinta, 6(2), 158-176.
Suciani, T., Lasmanawati, E., & Rahmawati, Y. (2018). Pemahaman model pembelajaran sebagai kesiapan praktik pengalaman lapangan (PPL) mahasiswa peserta didik program studi pendidikan tata boga. Media Pendidikan, Gizi, dan Kuliner, 7(1).
Sugiyono. (2020). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Sukarelawan, M. I., Indratno, T. K., & Ayu, S. M. (2024). N-Gain vs stacking: Analisis perubahan abilitas peserta didik dalam desain one-group pre-test-post-test. Yogyakarta: Suryacahya.
Sulistyowarni, P. A. D., Prahani, B. K., Supardi, Z. A. I., & Jatmiko, B. (2019). The effectiveness of OR-IPA teaching model to improve students' critical thinking skills on senior high school physics subject. In Journal of Physics: Conference Series, 1157(3), 032011. IOP Publishing.
Syafitri, E., Armanto, D., & Rahmadani, E. (2021). Aksiologi kemampuan berpikir kritis (kajian tentang manfaat dari kemampuan berpikir kritis). Journal of Science and Social Research, 4(3), 320-325.
Syahputra, E. (2024). Pembelajaran abad 21 dan penerapannya di Indonesia. Journal of Information System and Education Development, 2(4), 10-13.
Tendrita, M., & Hidayati, U. (2023). Efektivitas project-based learning sebagai implementasi kurikulum merdeka terhadap keterampilan abad 21 mahasiswa peserta didik pendidikan biologi. KULIDAWA, 4(2), 92-99.
Yeritia, S., Wahyudi, W., & Ra-ayu, S. (2017). Pengaruh model pembelajaran inkuiri terbimbing terhadap penguasaan konsep dan kemampuan berpikir kritis fisika peserta didik kelas X SMAN 1 Kuripan tahun ajaran 2017/2018. Jurnal Pendidikan Fisika dan Teknologi, 3(2), 181-187.
Yusuf, M., ‘Ardhuha, J., & Hikmawati, H. (2022). Pengembangan perangkat pembelajaran model problem-based learning untuk meningkatkan pemahaman konsep fisika dan kemampuan berpikir kritis peserta didik. Jurnal Ilmiah Profesi Pendidikan, 7(2), 250-258.
Author Biographies
Nurnabilah Nurnabilah, University of Mataram
Physics Education
Jannatin 'Ardhuha, University of Mataram
Physics Education
Wahyudi Wahyudi, University of Mataram
Physics Education
License
Copyright (c) 2025 Nurnabilah Nurnabilah, Jannatin 'Ardhuha, Wahyudi Wahyudi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
