<![CDATA[The purpose of this research is to analyze the effect of the implementation of PjBL or “Project Based Learning” integrated with STEM on students’ critical thinking skills in environmental pollution material in junior high school. A quantitative approach was used through a pre-experimental design in the form of “One Group Pre-test-Post-test Design”. The research subjects consisted of 30 seventh-grade junior high school students selected through purposive sampling. Data were collected using an essay test instrument developed based on critical thinking skill indicators as explained by Ennis. Furthermore, the data were analyzed through the Shapiro-Wilk normality test, paired sample t-test, and N-Gain analysis. The analysis showed that the pretest and post-test data were normally distributed. Hypothesis testing showed a significant difference between students’ critical thinking skills before and after the treatment through the value < 0.001. The average N-Gain value was 0.3993, which was in the moderate category. These findings indicate that the implementation of STEM-integrated PjBL is quite effective in improving students’ critical thinking skills in environmental pollution material.]]>
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