Eksperimentasi Model PjBL Terhadap Berpikir Kritis Murid Fase D pada Materi Volume Bangun Ruang Sisi Datar

Abstract

This study aims to determine the effect of the Project-Based Learning (PjBL) model with a deep learning approach on students' critical thinking skills in the topic of Volume of Composite Solids. This research employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The research subjects were Phase D students at SMP Negeri 1 Yosowilangun, consisting of an experimental class and a control class. The research instrument was a critical thinking skills test administered in the form of a pretest and posttest, which had previously been subjected to validity and reliability testing. Data analysis was conducted using descriptive and inferential statistics through normality tests, homogeneity tests, and hypothesis testing using the Mann–Whitney test. The descriptive analysis showed that the average posttest score of the experimental class was 73.36%, while the control class obtained an average score of 72.20%. The hypothesis testing results indicated a significance value of 0.00 (0%), which is smaller than 0.05 (5%), therefore H₀ was rejected and H₁ was accepted. This finding indicates that there is a significant difference in students’ critical thinking skills between the class that applied the PjBL model with a deep learning approach and the class that applied conventional learning. The findings indicate that the implementation of the Project-Based Learning (PjBL) model with a deep learning approach has a positive effect on improving students' critical thinking skills in the topic of Volume of Composite Solids. Through project-based activities and contextual problem solving, students are able to identify the elements of geometric shapes, analyze the relationships between shapes, determine appropriate solution strategies, and evaluate the results of volume calculations systematically. Therefore, the PjBL model with a deep learning approach can be considered an effective alternative learning strategy to improve students' critical thinking skills in mathematics learning.