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All Journal International Journal of Contemporary Studies in Education
Rio P. Napitupulu
Universitas HKBP Nommensen Pematangsiantar
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Influence of The Project-based Learning Model on Students' Critical Thinking Skills in The Science Subject Gaby M. Manurung; Emelda Thesalonika; Rio P. Napitupulu
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i2.1728

Abstract

Purpose – Critical thinking is a key competency in elementary education, particularly in Natural and Social Sciences (IPAS), yet classroom instruction often emphasizes memorization rather than inquiry and problem solving. This study aimed to examine the effect of the Project-Based Learning (PjBL) model on the critical thinking skills of fifth-grade students. Methodology – This quantitative study employed a one-group pretest-posttest experimental design involving 24 fifth-grade students at State Elementary School 124401 Pematangsiantar. Critical thinking data were collected using an expert-validated essay test. The intervention consisted of IPAS instruction using the PjBL model. Data were analyzed through descriptive statistics and N-gain analysis to measure students' learning improvement. Findings – Students' mean critical thinking score increased from 52.50 in the pretest to 85.33 in the posttest, with an N-gain of 0.70, indicating a high level of improvement. These findings demonstrate that PjBL effectively enhances elementary students' critical thinking skills in IPAS learning. Novelty – This study provides empirical evidence on the effectiveness of PjBL in fostering critical thinking among elementary school students within the context of IPAS instruction. Significance – The findings offer practical guidance for elementary school teachers in selecting student-centered learning approaches and provide evidence for schools and curriculum developers seeking to strengthen higher-order thinking skills through project-based instruction.
Development of An Interactive Powerpoint Media Based on Gamification on Environmental Change for Fifth Grade Elementary School Students Maria Barus; Lisbet N. Sihombing; Minar T.Lumban Tobing; Rio P. Napitupulu; Annisa Aulia
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 4 No. 3 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i3.2340

Abstract

Purpose – Science learning in elementary schools remains predominantly teacher-centered and relies on static presentation media, limiting students' engagement, motivation, and conceptual understanding, particularly in Environmental Changes. This study aimed to develop a gamification-based interactive PowerPoint learning media, evaluate its feasibility, and examine students' responses. Methodology – This Research and Development study adopted the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. Data were collected through validation sheets completed by material experts, media experts, and teachers, student response questionnaires, and classroom observations. The data were analyzed using descriptive quantitative and qualitative techniques. Findings – The developed media integrated gamification elements, including challenges, points, rewards, and immediate feedback. Expert validation and teacher assessment indicated that the media achieved satisfactory standards of content, instructional design, and technical quality. Students responded positively, demonstrating increased engagement, active participation, and improved conceptual understanding during science learning. Novelty – The study integrates structured gamification mechanics into a conventional PowerPoint platform, providing an interactive yet practical learning medium that requires no specialized software. Significance – The findings offer an affordable instructional alternative for elementary teachers and contribute practical evidence supporting technology-enhanced science learning in primary education.
Co-Authors Annisa Aulia Emelda Thesalonika Gaby M. Manurung Lisbet Novianti Sihombing Maria Barus Minar T.Lumban Tobing