Implementing the Project-Based Learning Model to Enhance Students’ Critical Thinking Skills at SMP Negeri 29 Makassar
Keywords:
Project-Based Learning, Critical Thinking Skills, Mathematics Education
Abstract
Critical thinking skills are essential competencies in mathematics education, enabling students to analyze problems, evaluate information, and construct logical arguments. However, students’ critical thinking abilities are often underdeveloped due to the dominance of teacher-centered instructional practices. This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model in enhancing students’ critical thinking skills in mathematics at SMP Negeri 29 Makassar. This research employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. The participants consisted of 32 students. Data were collected through a critical thinking test administered before and after the implementation of the PjBL model. The data were analyzed using descriptive statistics, normality and homogeneity tests, paired sample t-test, and N-Gain analysis. The results revealed a significant improvement in students’ critical thinking skills. The mean score increased from 62.34 in the pretest to 84.12 in the posttest. The paired sample t-test showed a statistically significant difference (p < 0.05), indicating the effectiveness of the intervention. Furthermore, the N-Gain value of 0.58 was categorized as moderate, suggesting a meaningful level of improvement. These findings indicate that the implementation of the Project-Based Learning model effectively enhances students’ critical thinking skills by promoting active engagement, collaboration, and reflective learning. Therefore, PjBL can be considered a suitable instructional approach for fostering higher-order thinking skills in mathematics education.
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Antika, W., Sasomo, B., Dwi Rahmawati, A., Matematika, P., & Modern Ngawi, S. (2023). ANALISIS ASESMEN DIAGNOSTIK PADA MODEL PEMBELAJARAN PROJECT BASED LEARNING DI KURIKULUM MERDEKA SMPN 3 SINE. Pedagogy: Jurnal Pendidikan Matematika, 250–263. https://doi.org/10.30605/pedagogy.v8i1.2512
Arianti Masanggelo, Orbanus Naharia, & Mariana Rengkuan. (2024). The Effect Of The Project-Based Learning Model Assisted By Blended Learning On The Critical Thinking Ability Of Grade VIII Students at SMP Negeri 04 Paleleh Barat. Pentagon : Jurnal Matematika Dan Ilmu Pengetahuan Alam, 2(4), 220–230. https://doi.org/10.62383/pentagon.v2i4.333
Asnani, A., & Nasir, N. (2025). Tantangan Penerapan Penilaian HOTS dalam Pembelajaran Matematika di SMA: Sebuah Tinjauan Teoretis.
Atmojo, I. R. W., Saputri, D. Y., Dewi, R. K., Salimi, M., Roslan, R. M., & Halim, L. (2025). The Effect of The Implementation of A Project-Based Learning Model Assisted By Augmented Reality on Sixth Graders’ Critical Thinking Skills on Solar System Materials. Educational Process: International Journal, 15. https://doi.org/10.22521/edupij.2025.15.131
Awi, & Arwadi, F. (2018). A Small Scale Study: The Metacognitive Scaffoldings in Mathematics Problem Solving for Senior High Students with High Mathematics Ability. Journal of Physics: Conference Series, 1028(1). https://doi.org/10.1088/1742-6596/1028/1/012166
Boom-Cárcamo, E., Buelvas-Gutiérrez, L., Acosta-Oñate, L., & Boom-Cárcamo, D. (2024). Gamification and problem-based learning (PBL): Development of creativity in the teaching-learning process of mathematics in university students. Thinking Skills and Creativity, 53. https://doi.org/10.1016/j.tsc.2024.101614
Chen, X., Zhou, X., & Goh, Y. S. (2026). How Chinese as a foreign language learners use generative AI for oral script-writing: A qualitative perspective on cognitive scaffolding in project-based learning. Acta Psychologica, 262. https://doi.org/10.1016/j.actpsy.2025.106071
Fadli, M. R., Rochmat, S., Sudrajat, A., Aman, Rohman, A., & Kuswono. (2022). Flipped classroom in history learning to improve students’ critical thinking. International Journal of Evaluation and Research in Education, 11(3), 1416–1423. https://doi.org/10.11591/ijere.v11i3.22785
Fitria, A., & Mustika, D. (2024). Kemampuan Technological Pedagogical Content Knowledge (TPACK) Guru di Sekolah Dasar. Aulad: Journal on Early Childhood, 7(1), 43–52. https://doi.org/10.31004/aulad.v7i1.582
Ismawati, E., Hersulastuti, Amertawengrum, I. P., & Anindita, K. A. (2023). Portrait of Education in Indonesia: Learning from PISA Results 2015 to Present. International Journal of Learning, Teaching and Educational Research, 22(1), 321–340. https://doi.org/10.26803/ijlter.22.1.18
Lestari, D. E., Widjajanti, D. B., Susanto, A., & Hidayati, K. (2025). Students’ Self-efficacy in Solving Mathematical Literacy-Based Summative Assessment Problems. Mathematics Education Journal, 19(1), 47–62. https://doi.org/10.22342/jpm.v19i1.pp47-62
Maslihah, S., Waluya, S. B., Rochmad, Kartono, Karomah, N., & Iqbal, K. (2021). Increasing mathematical literacy ability and learning independence through problem-based learning model with realistic mathematic education approach. Journal of Physics: Conference Series, 1918(4). https://doi.org/10.1088/1742-6596/1918/4/042123
Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
Nasir, N., & Liani, A. M. (2025). Integration of Intrapersonal Intelligence and Reflective Learning to Improve Mathematical Problem-Solving Skills.
Nguyen, H. T. M., Nguyen, H. T. T., Gilanyi, L., Hoang, T. H., & Gao, X. (2025). Content Language Integrated Learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging. Learning and Instruction, 97. https://doi.org/10.1016/j.learninstruc.2025.102085
Pasaribu, J., Rohati, R., & Kumalasari, A. (2025). Analisis Kesulitan Memahami Konsep Matematis Dalam Menyelesaikan Soal Berdasarkan Self-Efficacy Siswa. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 5(3), 1081–1092. https://doi.org/10.51574/kognitif.v5i3.3118
Rahman, A., & Jumriani. (2023). SPATIAL ABILITY IN SOLVING GEOMETRY PROBLEMS (Vol. 1, Number 2).
Raisatunnisa, Suryadi, D., Fatimah, S., Priatna, N., & Nasir, N. (2025). ENHANCING MATHEMATICAL LITERACY THROUGH GEOGEBRA CLASSROOM-ASSISTED LEARNING: A CASE STUDY IN INDONESIAN SECONDARY SCHOOLS. MATEMATIKA DAN PEMBELAJARAN, 13(1), 64–84. https://doi.org/10.33477/mp.v13i1.8938
Sachdeva, S., & Eggen, P.-O. (2021). Learners’ Critical Thinking About Learning Mathematics. International Electronic Journal of Mathematics Education, 16(3), em0644. https://doi.org/10.29333/iejme/11003
Sappaile, B. I. (2025). THE IMPACT OF DIGITAL LITERACY PROGRAMS ON STUDENTS’ CRITICAL ABILITIES IN VOCATIONAL HIGH SCHOOLS (SMK).
Sappaile, B. I., Dhaksietsatsura, V. A., Dewi, E. O., Pinanta, R. R. M. C., & Yuliyanti, Y. (2025). Problem-Based Learning (PBL) in Action: Fostering Critical Thinking Among Middle School Students. International Journal of Educational Research Excellence (IJERE), 4(2), 446–453. https://doi.org/10.55299/ijere.v4i2.1253
Sappaile, B. I., Nisak, S. K., Afandi, A., Anshoriyah, S., & Mardiati, M. (2024). Enhancing Critical Thinking Skills in Mathematics Education: Integrating Problem-Based Learning in Seconday Schools. International Journal of Educational Research Excellence (IJERE), 3(2), 731–737. https://doi.org/10.55299/ijere.v3i2.1085
Sappaile, B. I., Wahyudin, M., Ahmadin, A., Lindawati, L., & Wardani, H. K. (2025). Integrating Problem-Based Learning to Develop Critical Thinking Competencies in Secondary Education. International Journal of Educational Research Excellence (IJERE), 4(1), 345–354. https://doi.org/10.55299/ijere.v4i1.1437
Stern, M., & Hertel, S. (2022). Relationship between maternal scaffolding and preschooler’s metacognitive strategies in a problem-solving situation. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2022.101631
Sukmawati Ali, dan. (2022). Profil Kemampuan Pemecahan Masalah Soal HOTS Matematika Siswa SMP ditinjau dari Kemampuan Awal. In Issues in Mathematics Education (hal (Vol. 6, Number 1). http://www.ojs.unm.ac.id/imed
Sutamrin, & Khadijah. (2021). Analisis Kemampuan Berpikir Kritis dalam Project Based Learning Aljabar Elementer. Jurnal Ilmiah Pendidikan Matematika, 28–41.
Toikka, S., Eronen, L., Atjonen, P., & Havu-Nuutinen, S. (2024). Combined conceptualisations of metacognitive knowledge to understand students’ mathematical problem-solving. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2357901
Published
2026-04-04
How to Cite
Nasir, N., & Wazithah T, M. A. (2026). Implementing the Project-Based Learning Model to Enhance Students’ Critical Thinking Skills at SMP Negeri 29 Makassar. International Journal of Education, Vocational and Social Science , 5(02), 205-223. https://doi.org/10.63922/ijevss.v5i02.3116
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Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
