Implementasi Pembelajaran Mendalam melalui Project Based Learning untuk Meningkatkan Keterampilan Kolaborasi dan Berpikir Kritis Siswa SMA
DOI:
https://doi.org/10.54259/diajar.v5i4.8663Keywords:
Deep Learning, Project-Based Learning, Collaboration Skills, Critical Thinking, Mixed MethodsAbstract
This study aims to examine the effect of implementing Project-Based Learning-based Deep Learning (PM-PjBL) on the collaboration and critical thinking skills of students at Kupang State High School 6. The research design employs a mixed-methods approach with a sequential explanatory design, integrating a quasi-experimental Non-Equivalent Control Group Design (quantitative) and an instrumental case study (qualitative). The sample consisted of 72 10th-grade students divided into an experimental class (PM-PjBL) and a control class (conventional learning). The results of the study showed that: (1) all instruments were valid (r = 0.430–0.888) and highly reliable (alpha = 0.921); (2) the N-Gain of the experimental class (0.4498, moderate category) far exceeded that of the control class (0.0678, low category); (3) the posttest t-test (t = 7.328; p = 0.000) and the N-Gain t-test (t = 5.451; p = 0.000) rejected H0 with high significance; (4) Cohen’s d reached the large effect size category in all comparisons (d = 1.28–1.73); (5) the implementation rate of PM-PjBL reached 92.31% (very high); and (6) the average student collaboration score was 20.36/24, with 55.6% of students in the high category. Qualitative findings from interviews with teachers and students confirmed that PM-PjBL effectively integrates critical thinking and collaboration through project contexts that are authentic and relevant to the lives of students in Kupang, East Nusa Tenggara.
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