Analysis of the Project Based Learning (PjBL) Model in Optimizing Concept Understanding and Critical Thinking Skills in Elementary School Teacher Education Students

Abstract

Project-Based Learning encourages students to engage in an active and contextual learning process, in which they are confronted with real-world problems that require problem-solving. This study aims to analyze the implementation of the Project-Based Learning (PjBL) model in optimizing critical thinking skills and understanding of science concepts in the Science Media Product course for undergraduate PGSD students. The sample was determined through purposive sampling and consisted of lecturers and students as respondents. Data were collected through interview guidelines, tests, and observations. The validity of qualitative data was tested through credibility, transferability, dependability, and confirmability. Data analysis was conducted using descriptive qualitative methods, including data reduction, data display, and conclusion drawing. The results indicate that the implementation of PjBL in science learning was successfully carried out systematically and created a dynamic learning environment. The application of the Project-Based Learning model in the science course was effective. The implementation of PjBL significantly improved students' conceptual understanding and critical thinking skills. The PjBL model proved to optimize both aspects simultaneously. Students' understanding of science concepts showed substantial improvement, shifting from theoretical memorization to the construction of applicable knowledge, with learning mastery reaching 100%.