Using Projects-Based Learning in Improving Students' Critical Thinking Skills to Recycle Waste Cooking Oil

Abstract

This study aims to describe the effectiveness of project-based learning in improving students' critical thinking skills. The research design used was the matching only pretest and posttest control group. The population in this study were all students of class XI MIPA, one of the high schools in Bandarlampung. The research sample was students of class XI MIPA 6 and XI MIPA 4. The data analysis technique used is the non parametric statistical test using U Man Whitney. The results of the study showed that the average posttest of critical thinking skills in the experimental class was greater than in the control class. the average n-gain in the experimental class is medium and low in the control class, indicating that project-based learning is effective in improving students' critical thinking skills. Keywords: critical thinking skills, waste cooking oil, project-based learning

Student Recognition, Use, and Understanding of Engineering for One Planet Competencies and Outcomes in Project-based Learning

“…Guerra's [17] analysis of sustainability in problem-based learning (PBL) shows similarities to the first author's examination of the junior-level PjBL course in TPS, in their suggestion that the enhancement of professional expertise and technical competencies is contingent upon learner's ability to direct themselves [18]. This distributive approach to scaffolding specifically allows for the acquisition of nontechnical knowledge and development of nontechnical skills to be unified with the development of technical expertise [19]. A project-based pedagogical approach serves curriculum designers with its capacity for a wide array of theories and frameworks, as the focus is on setting the initial conditions for promoting self-directed learning rather than taxing oversight throughout the course [18,20].…”