Penerapan Model Pembelajaran Berbasis Proyek dengan Pendekatan Pembelajaran Mendalam dalam Meningkatkan Keterampilan Berpikir Kritis Peserta Didik pada Materi Kalor
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3347Keywords:
Project-Based Learning; Deep Learning; Critical Thinking Skills; Heat Topic; Quasi-ExperimentalAbstract
This study aims to analyze the implementation of a Project-Based Learning (PjBL) model combined with a deep learning approach to improve students' critical thinking skills on the topic of heat. A quasi-experimental method with a Nonequivalent Control Group Design was applied to 36 eleventh-grade students at a Madrasah Aliyah in Tasikmalaya Regency, divided into an experimental class (PjBL with a deep learning approach) and a control class (conventional PjBL). Data were collected using a validated critical thinking test and analyzed using N-Gain, normality and homogeneity tests, an Independent Samples t-Test, and effect size. The results showed that the experimental class achieved an N-Gain of 0.71 (high category), higher than the control class at 0.46 (moderate category). Hypothesis testing revealed a significant difference between the two groups (Sig. = 0.003 < 0.05), with an effect size of 1.07 (high category). These findings indicate that integrating a deep learning approach into the project-based learning model is significantly more effective in improving students' critical thinking skills on the topic of heat than applying PjBL alone.
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