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All Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Pujiasih, Yunita
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Effectiveness of the Project Based Learning (PjBL) Model with a Deep Learning Approach on the Critical Thinking Skills of Fifth Grade Students at SDN Pejaten 2 Permatasari, Anita; Sopandi, Wahyu; Hendriawan, Deri; Pujiasih, Yunita
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Abstract

Previous studies on Project-Based Learning (PjBL) have demonstrated its potential to enhance higher-order thinking skills; however, limited research has integrated PjBL with a Deep Learning approach at the elementary school level, particularly in the Indonesian context. This study offers a novel contribution by combining PjBL with structured deep-learning processes—conceptual elaboration, reflective inquiry, and metacognitive reinforcement—to strengthen students’ critical thinking development more comprehensively. This research employed a one-group pretest–posttest design involving 64 fifth-grade students at SDN Pejaten 2 during a four-meeting intervention. Critical thinking skills were measured using a validated essay test, and data were analyzed using a paired sample t-test and effect size calculation. Findings show a significant improvement in students’ critical thinking skills, with the mean score increasing from 63.1 (pretest) to 82.4 (posttest) (t = 6.32; p < 0.001). The intervention yielded a large effect size (Cohen’s d > 0.80), indicating strong practical significance. These results highlight that integrating PjBL with a Deep Learning approach produces deeper cognitive engagement compared with conventional PjBL implementations reported in prior literature. This study provides empirical evidence that project-based learning enriched with deep-thinking processes can serve as an effective pedagogical model for fostering 21st-century competencies in elementary education.
Co-Authors Anita Permatasari Wahyu Sopandi