Multidisciplinary Integrated Project-based Learning to Improve Critical Thinking Skills and Collaboration

Harli Trisdiono, Siswandari Siswandari, Nunuk Suryani, Soetarno Joyoatmojo

Abstract


The purpose of this study was to look at the effectiveness of multidisciplinary integrated project-based learning models in enhancing critical thinking and collaboration among elementary school students. The study used a quasi-experimental research technique with three subjects as experimental subjects and 65 students, and three subjects as control subjects and 65 students. The results of the study indicate that multi-disciplinary integrated project-based learning can improve critical thinking skills and student collaboration. This is evidenced by the t-test. T table obtained at the significance level of 5% is 2006. So the value of t count> t table (30,570> 2,006) and the significance value is less than 0.05 (p = 0,000 <0,05). It can be concluded that critical thinking skills and collaboration differ significantly in the experimental class and the control class.

https://doi.org/10.26803/ijlter.18.1.2


Keywords


project-based learning, multidisciplinary, critical thinking, collaboration

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References


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