Enhancing Students’ Critical Thinking through Project-Based Learning in Urban Senior High Schools of Yogyakarta

Abstract

This study investigates the effectiveness of Project-Based Learning (PjBL) in enhancing critical thinking skills among senior high school students in Yogyakarta, Indonesia. In the face of growing demands for higher-order thinking in the 21st-century education landscape, traditional teacher-centered pedagogies are no longer sufficient to equip students with the necessary analytical and problem-solving skills. Employing a mixed-method approach, this research involved 64 Grade XI students from two urban public high schools. Data collection methods included pre- and post-tests using a standardized critical thinking rubric, classroom observations, and focus group discussions. The results showed a statistically significant improvement in students’ critical thinking abilities, particularly in areas of interpretation, inference, and evaluation. The findings suggest that PjBL fosters student engagement, promotes deeper learning, and provides meaningful contexts for applying critical thinking. This paper provides practical recommendations for educators seeking to integrate PjBL in the national curriculum and contribute to a more student-centered educational environment.