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Nananukul, Naramethi
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Reviving the Classical Paradigm: Exploring the Timeless Principles of Classical Education in the Modern World Nananukul, Naramethi; Nafi Annury, Muhammad; Minh Hoangh, Trinh; Soontarin, Nupap
Global Synthesis in Education Journal Vol. 2 No. 3 (2024): Vol. 2 No. 1 (2024): Vol. 2 No. 2 (2024): November 2024, Pages 01-77
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/qr0cyd82

Abstract

This mixed-methods study examines the relationship between Project-Based Learning (PBL) and critical thinking development in undergraduate education. A total of 168 students from three universities participated in the research, which employed a mixed-methods design involving pre-post assessments, project artifact analysis, interviews, and focus group discussions across STEM, social sciences, and humanities disciplines. The results indicate statistically significant improvements in critical thinking scores, with mean scores increasing from 68.4 to 74.9 (t(167) = 8.42, p < .001, Cohen's d = 0.54). Notably, humanities students demonstrated the most substantial gains (M = 8.2 points), while analysis and evaluation subscales showed the most significant enhancements. The findings provide compelling evidence that PBL represents a sophisticated pedagogical approach for developing critical thinking skills, facilitating a dynamic, contextual process of cognitive expansion that transcends traditional disciplinary boundaries
Co-Authors Minh Hoangh, Trinh Muhammad Nafi Annury, Muhammad Soontarin, Nupap