Development of Project-Based Learning Science Module to Improve Critical Thinking Skills of Junior High School Students

Abstract

The study was conducted to develop science module based on project-based learning that is feasible to be implemented in science learning and has potency to build critical thinking skills of junior high school students. The study was Research and Development (RD), modified from Borg Gall steps covering only research and information collecting, planning, preliminary form of product development, expert judgment, product revision, and final product. The subjects were 2 expert lecturers (content expert and media expert) and 2 science teachers of SMP N 1 Wonosari. The types of data were quantitative and qualitative. Data were collected by means of SSP validation sheets and disaster preparedness identification sheets. The techniques of data analysis were descriptive analysis of qualitative and quantitative to 5 grading scale. The result of the study shows that science module is feasible to be implemented in science learning and has potency to build critical thinking skills of junior high school students.

21st-century competences and learning that Technical and vocational training

“…Various research results reveal that students' 4C skills will increase through learning activities with the implementation of PjBL. PjBL implemented improves creative skills (Atrium et al, 2021;Fadhil et al, 2021;Yamin et al, 2020), critical thinking skills (Desiana et al, 2022;Eldiva & Azizah, 2019;Wibowo et al, 2018), communication skills (Magleby & Furse, 2007a, 2007bNova et al, 2019;Putri & Hidayat, 2019;Sagala et al, 2019) and collaboration skills (Hairida et al, 2021;Kurniawati et al, 2019;Rasyid & Khoirunnisa, 2021a, 2021bYabansu et al, 2019). One of the PjBL models developed for technical and vocational education is the PjBL model with seven learning stages (Jalinus et al, 2017).…”

Effectiveness of project-based learning in improving science literacy and collaborative skills of Muhammadiyah middle school students

“…There is research focused on how teachers implement projects (Markula & Aksela, 2022), teach speaking a spoken advertisement (Humairoh & Purwati, 2014), teachers' perception (Sartika et al, 2022), gadget play duration survey (Sitio et al, 2023), EFL classroom (Wijayanti & Budi, 2023), language learning (Ukah et al, 2023), teaching speaking to young learners (Widiyati & Pangesti, 2022), PjBL in in robotics meets (Zadok, 2020), music learning (Banua et al, 2023;Nugroho & Dewi, 2022), and management of project-based learning model at Sekolah Alam (Ahmad, 2021). In terms of abilities or competencies of junior high school students, PjBL research is focused on creative thinking skills (Biazus & Mahtari, 2022), critical thinking skills (Wibowo et al, 2018) and cooperative skills (Indriyana & Susilowati, 2020), students' engagement and speaking competence (Bunyamin, 2022), communication skills (Pratiwi et al, 2020), and collaboration, creativity, and computational thinking (Alkautsar et al, 2023). Several studies generally try to combine OIDDE-PjBL to develop problem-solving skills and product creativity for environmental student teacher candidates (Husamah & Rahardjanto, 2018), Blended-PjBL for problem-solving skills and learning outcomes of prospective teacher students (Yayuk & Husamah, 2019), Hybrid-PjBL to look at learning outcomes, creative thinking skills, and learning motivation of preservice teachers (Rahardjanto et al, 2019), STAD-PjBL to develop motivation, thinking skills, and learning outcomes of biology department students (Husamah & Pantiwati, 2014), and STAD-PjBL to increase product creativity for prospective biology teacher students (Hindun & Husamah, 2019).…”

Improving students’ metacognitive abilities and creative thinking skills through STEM-based in online learning

“…This metacognitive ability is important for students to achieve a maximum learning experience. Based on the research by Wibowo et al (2018), junior high school students are unable to separate what is thought and how they think and do not seem to have awareness of thinking as a process. This happens because the efforts of students to comprehensively learn, prepare for efficient learning, and the ability to evaluate their weaknesses in learning and finding solutions is still very low.…”