The implementation of project-based learning in efl virtual classroom to develop students’ critical thinking skills: A case study at MAS Yapika Kurnia, Garut

Najib, Reza Fauzi (2020) The implementation of project-based learning in efl virtual classroom to develop students’ critical thinking skills: A case study at MAS Yapika Kurnia, Garut. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Project-Based Learning (PjBL) is believed to be one of an influential learning model to build students’ critical thinking skills. By acquiring CT skills, students could open their horizons of knowledge to behave critically in understanding reading aspects. However, achieving the goal seems to be very challenging for today’s condition where the mode of schooling system suddenly changes due to the COVID 19 pandemic that has been hitting worldwide. This study is purposed to explore the ways how PjBL develops students’ critical thinking skills at MAS YAPIKA Kurnia. In other hand, the research is aimed to reveal the students’ critical thinking skills after the implementation of PjBL and to find out the students’ responses to the implementation of PjBL in improving students’ critical thinking. The research design employed was a qualitative-case study method with 9 participants from tenth grade students at MAS YAPIKA Kurnia. The data collection obtained through synchronous platform to do the observation and interview, and asynchronous platform for analyzing students’ work. The findings reveal three essential points. First, regarding the process of implementation there are four processes of PjBL that develops the students’ critical thinking skills: (1) building students’ background knowledge, (2) discussing and constructing a video planning, (3) recording the video, and (4) evaluating the video and the whole process of the project. Second, the students’ level of critical thinking through these four PjBL processes, the critical thinking develops includes: interpretation and also explanation. Generally, the students’ critical thinking levels are at acceptable levels, which frequently could interpreted, explained arguments, and shared the idea. Furthermore, this study is also found the students’ responses regarding the implementation of PjBL in improving students’ critical thinking that the most inconvenient process in developing students’ critical thinking was the process of preparing the material and record it into video product. In other hand, the used of 21st century skills supported the expansion of students’ critical thinking skills. This research is expected to help those who intend to teach students’ critical thinking skills using project-based learning as the main tool.

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