Improving Critical Thinking Skill Through Team-based Projects, is it Effective?

Abstract

Facing the 21st-century learning era, critical thinking skills are very important for students and become one of the goals of education in higher education. To achieve one of these educational goals, learning is needed that can form critical, innovative, creative, and competitive students. This study aims to improve students' critical thinking skills on materials for developing rural and urban areas in a sustainable manner in wetlands, through a team-based project learning model. This research uses a pre-experimental design with one group pretest-posttest. The sample used was 47 students, formed into 11 groups. The team-based project model is carried out in six steps, namely 1) initial orientation, 2) identification of problems (cases), 3) project planning, 4) project implementation, 5) presenting project results, and 6) evaluating project results. Data processing was carried out using pretest and posttest, normality test (Shapiro Wilk), and homogeneity test (Lavene test) and analyzed using a paired sample t-test. The results of the study stated that there are differences in learning outcomes after using the team-based project model in improving students' critical thinking skills in rural and urban areas in a sustainable manner in wetlands. This is because students can integrate theory and practicum by producing products through projects in the form of articles in national journals. So, it can be implied in the learning of each subject, both theory-based and practical, to improve students' critical thinking skills.

Primary School Teacher’s Views on the Purpose and Forms of Student Performance Assessment

“…The findings presented in this paper are in line with the views of modern re-searchers in educational evaluation (Al Mamun et al, 2022;Aristin & Purnomo, 2022). Similarly, previous study argue that the assessment of the student's performance from a pedagogical perspective should aim at taking appropriate pedagogical measures, which will contribute to reaching pedagogical and didactic goals, encourage and strengthen the student, and upgrade the overall learning processes (Amri & Alasmari, 2021;Nelson et al, 2021).…”

The Needs Analysis in the Development of Level of Inquiry with Project Assignments Model to Promote the Creativity of Prospective Physics Teachers

“…However, no research has been found on the application of the Level of Inquiry model combined with Project Learning to increase the creativity of PPTs. Project-based learning has much potential for enhancing 21st-century skills and engaging students in real-world tasks (Aristin & Purnomo, 2022 Haatainen & Aksela, 2021). The main components of Project-Based Learning are (1) asking questions or problems to organize and start activities and (2) obtaining the final result or several products as a series of activities, individual communication, or various task results that answer the problem (W. S. Dewi et al, 2022;Made et al, 2023).…”

The Impact of Artificial Intelligence AI in Team-Based Project TBPj on Undergraduate Students' Meta-skills

“…Many studies have stated that project-based learning (PjBL) is useful in improving problem solving (Jaenudin et al, 2020;Karan & Brown, 2022), critical thinking (Aristin & Purnomo, 2022;Desiana et al, 2022), creative thinking (Cahyani, 2021;Handayani et al, 2023;Jaenudin et al, 2020), and innovative thinking (Artama et al, 2023;Asbjornsen, 2015). However, most PjBL research is still implemented individually, and there is no technology integration.…”