Implementation of Project Based Learning Model to Optimize Critical Thinking and Collaboration Skills of Elementary School Students

Abstract

Project Based Learning encourages students to engage in an active and contextual learning process, where they are faced with real problems that require solving. This study aims to analyze the effectiveness of the Project Based Learning (PjBL) model in optimizing critical thinking skills and collaborative abilities of fifth-grade students on the material "My Earth is Changing"? This study uses a qualitative approach with a phenomenological design to understand in depth how the implementation of the Project Based Learning (PjBL) model can optimize critical thinking skills and collaboration of fifth-grade students on the material "My Earth is Changing". The sample used was determined by purposive sampling consisting of teachers and students as respondents. Data collection techniques with interview and observation guidelines. Qualitative data validity tests include credibility tests (credibility), transferability (transfer value), dependability and confirmability. Data analysis was carried out using qualitative descriptive namely data reduction, data presentation and conclusions. The results showed that the implementation of the Project Based Learning (PjBL) model succeeded in improving critical thinking skills and collaboration skills of fifth-grade students at SD Negeri 23 Bandar Baru. Students were involved in a learning process that required them to analyze environmental issues, ask questions, and formulate solutions. This process trains them to think logically and critically when facing real-life problems.