Effect of Project-Based Learning on Pre-Service Chemistry Teachers’ Self-Efficacy and Critical Thinking Skills

Abstract

The current research aims to: 1) determine the difference between self-efficacy (SE) and critical thinking skills (CTS) of pre-service chemistry teachers who were taught using the PjBL model; and 2) know how much the implementation of the PjBL model influences their self-efficacy (SE) and critical thinking skills (CTS). This experimental research was conducted through a quasi-experimental nonequivalent pretest-posttest control group design. The Cronbach's alpha coefficient value test for the validation of the instruments resulted in SE α = .86 and CTS α = .85. Manova test with a significance level of .05 was also performed to analyze the data. The results indicated: 1) there were significant differences in self-efficacy (SE) and critical thinking skills (CTS) before and after the implementation of the PjBL model, and 2) there was a significant effect of implementing the PjBL model on self-efficacy (SE) and critical thinking skills (CTS) with the contribution of the PjBL model of 35%. These results contribute to educational literature as an alternative solution for lecturers to apply the PjBL model in chemistry education learning in universities. Considering the characteristics of the learning material, students, and environmental conditions will maximize teamwork cooperation by using project-based activities to develop students' 21st-century skills.

The Effectiveness of Teaching Materials with TEE Patterns in Improving Students' Critical Thinking Skills and Scientific Attitudes

“…It could happen because in problem-solving, there are analytical thinking processes, synthesizing, assessing information, and interpretation processes, all of which can develop critical thinking skills (Khusniati et al, 2017;Suardana et al, 2018). This opinion supports the results of research conducted by Uzunoz & Demirhan (2017) and Wahyudiati & Qurniati (2022) that problem-solving in the learning process can improve critical thinking skills. stated that critical thinking is an essential component of the problem-solving process.…”

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

“…[34]. Multiple studies [29,[92][93][94][95][96] have corroborated the positive correlation between general self-efficacy and critical thinking awareness. Research has also shown general self-efficacy can moderate other influencing factors of critical thinking awareness [97,98].…”

“…In particular, a study has established a correlation between self-efficacy and critical thinking, indicating that individuals with greater self-efficacy in their academic abilities also exhibit higher levels of critical thinking awareness [99]. Additionally, another two teaching-related studies provided evidence that the "think-pair-share" model and project-based learning have been proven to influence students' critical thinking skills through their impact on self-efficacy [93,100]. General selfefficacy plays an important role in the learning process.…”

STEAM-Project Based Learning (PjBL): Efforts to Train Critical Thinking Skills for Prospective Science Teacher

“…Students with sufficient critical thinking skills have the potential to be able to study problems systematically, face challenges in an organized manner, formulate innovative questions, and design solutions that are seen as relatively new (Johnson, 2007). Critical thinking skills are needed in everyday life (Tax et al, 2011), because they can encourage appropriate and directed decision-making, provide logical reasons, are able to make correct conclusions, so as to achieve the desired results (Bassham et al, 2011). A critical thinker always questions sources of knowledge information, tests the validity of information, analyzes the reliability of information, in order to be able to provide appropriate explanations for certain situations (Brink et al, 2007;Halpern, 2014;Hong et al, 2015).…”