THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS’ CRITICAL THINKING SKILLS IN JUNIOR HIGH SCHOOL EFL CLASSROOMS
DOI:
https://doi.org/10.51878/secondary.v6i4.14463Abstract
ABSTRACT
Critical thinking is an essential competency required in 21st-century education. However, students in English as a Foreign Language (EFL) classrooms often have limited opportunities to engage in higher-order thinking activities due to teacher-centered instructional practices. This study investigated the effect of Project-Based Learning (PjBL) on students’ critical thinking skills in junior high school EFL classrooms. A quantitative approach employing a quasi-experimental non-equivalent control group design was used. The participants consisted of an experimental group ( ) taught through Project-Based Learning and a control group ( ) taught through conventional instruction. Data were collected through pre-test and post-test essay assessments designed to measure students’ critical thinking skills across analysis, interpretation, evaluation, and inference. The data were analyzed using descriptive statistics, gain score analysis, normality testing, homogeneity testing, the Mann–Whitney test, and Cohen's effect size analysis. The statistical analysis revealed a significant difference between the two groups ( ), with the experimental group obtaining a higher post-test mean score and gain score than the control group. Furthermore, the effect size analysis produced a Cohen’s value of 0.675, indicating a medium treatment effect. These findings suggest that Project-Based Learning is an effective instructional approach for promoting critical thinking skills in EFL classrooms by encouraging inquiry, problem-solving, collaboration, and analytical thinking. This study contributes empirical evidence regarding the effectiveness of Project-Based Learning in improving critical thinking skills among Indonesian junior high school EFL learners, a context that remains underexplored in previous research.
ABSTRAK
Berpikir kritis merupakan kompetensi esensial yang dibutuhkan dalam pendidikan abad ke-21. Namun, siswa dalam kelas Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language / EFL) sering kali memiliki kesempatan yang terbatas untuk terlibat dalam kegiatan berpikir tingkat tinggi akibat praktik pembelajaran yang berpusat pada guru (teacher-centered). Penelitian ini menyelidiki pengaruh Pembelajaran Berbasis Proyek (Project-Based Learning / PjBL) terhadap keterampilan berpikir kritis siswa di kelas EFL sekolah menengah pertama (SMP). Pendekatan kuantitatif dengan desain kuasi-eksperimental non-equivalent control group digunakan dalam penelitian ini. Partisipan terdiri dari kelompok eksperimen ( ) yang diajar menggunakan Pembelajaran Berbasis Proyek dan kelompok kontrol ( ) yang diajar menggunakan pembelajaran konvensional. Data dikumpulkan melalui asesmen esai pre-test dan post-test yang dirancang untuk mengukur keterampilan berpikir kritis siswa mencakup aspek analisis, interpretasi, evaluasi, dan inferensi. Data dianalisis menggunakan statistik deskriptif, analisis gain score, uji normalitas, uji homogenitas, uji Mann–Whitney U, dan analisis ukuran efek (effect size) Cohen's d. Analisis statistik menunjukkan adanya perbedaan yang signifikan antara kedua kelompok ( ), dengan kelompok eksperimen memperoleh rata-rata skor post-test dan gain score yang lebih tinggi daripada kelompok kontrol. Selain itu, analisis ukuran efek menghasilkan nilai Cohen’s d sebesar 0,675, yang menunjukkan efek perlakuan dalam kategori sedang (medium). Temuan ini menunjukkan bahwa Pembelajaran Berbasis Proyek merupakan pendekatan pembelajaran yang efektif untuk meningkatkan keterampilan berpikir kritis di kelas EFL dengan mendorong inkuiri, pemecahan masalah, kolaborasi, dan pemikiran analitis. Penelitian ini memberikan bukti empiris mengenai efektivitas Pembelajaran Berbasis Proyek dalam meningkatkan keterampilan berpikir kritis di kalangan siswa SMP EFL di Indonesia, sebuah konteks yang masih jarang diteliti dalam studi-studi sebelumnya.
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