Penerapan Model Pembelajaran Berbasis Proyek dengan Pendekatan Pembelajaran Mendalam dalam Meningkatkan Keterampilan Berpikir Kritis Peserta Didik pada Materi Kalor

Ifan Taopik Abdul Aziz (Universitas Pendidikan Indonesia)
Muslim Muslim (Universitas Pendidikan Indonesia)
Rizki Zakwandi (Physics Education Study Program, Universitas Pendidikan Indonesia, Bandung, Indonesia. 2 Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan. 3 Learning Analytics and Digital Assessment Research Group, Universit)

Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Vol. 7 No. 4 (2026): November (In Press)

This study aims to analyze the implementation of a Project-Based Learning (PjBL) model combined with a deep learning approach to improve students' critical thinking skills on the topic of heat. A quasi-experimental method with a Nonequivalent Control Group Design was applied to 36 eleventh-grade students at a Madrasah Aliyah in Tasikmalaya Regency, divided into an experimental class (PjBL with a deep learning approach) and a control class (conventional PjBL). Data were collected using a validated critical thinking test and analyzed using N-Gain, normality and homogeneity tests, an Independent Samples t-Test, and effect size. The results showed that the experimental class achieved an N-Gain of 0.71 (high category), higher than the control class at 0.46 (moderate category). Hypothesis testing revealed a significant difference between the two groups (Sig. = 0.003 < 0.05), with an effect size of 1.07 (high category). These findings indicate that integrating a deep learning approach into the project-based learning model is significantly more effective in improving students' critical thinking skills on the topic of heat than applying PjBL alone.