<![CDATA[This study aims to analyze the effect of Project Based Learning (PjBL) on physics learning outcomes, critical thinking skills, and learning motivation among Electrical Engineering students at Universitas Malikussaleh. A quasi-experimental design with nonequivalent control group pretest-posttest was employed. The sample consisted of 60 students divided into a control group (conventional learning, n=30) and an experimental group (PjBL, n=30). Data were collected through learning achievement tests, rubric-based critical thinking instruments, and Likert-scale motivation questionnaires. It should be noted that critical thinking and motivation instruments were administered only after the treatment; therefore, pre-intervention baselines for these two variables were not measured.Shapiro-Wilk normality tests indicated non-normal distributions in several variables; therefore, the non-parametric Mann-Whitney U test was applied. Results showed: (1) the mean N-gain of the PjBL group (63.53%) was higher than the control group (26.47%); (2) critical thinking scores of the PjBL group (M=3.49; Very High category) were significantly higher than the control (M=2.72; Adequate category); (3) learning motivation of the PjBL group (M=4.45; Very High) was significantly higher than the control (M=3.16; Adequate). All Mann-Whitney U tests yielded p<0.001 with rank-biserial correlation r=1.00 and very large Cohen's d effect sizes (d=4.05–5.84). These findings provide strong evidence that PjBL was associated with higher outcomes across all three variables compared to conventional learning in the context of engineering physics practicum, although the non-randomized design limits causal claims. ]]>
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