Development of Project-Based Learning Materials for Basic Physics to Enhance Students' Critical Thinking Skills
DOI: https://doi.org/10.26618/kmbtb222
basic physics, critical thinking, higher education, instructional material development, project-based learning
Abstract
The rapid advancement of education in the era of Industrial Revolution 4.0 demands the mastery of critical thinking as a core competency for students. However, physics learning at the tertiary level still tends to be teacher-centered, resulting in low levels of critical thinking skills. This study aimed to develop Project-Based Learning (PjBL) teaching materials to enhance students’ critical thinking abilities in physics, specifically in kinematics. The research employed the Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate). Participants were physics education students at Makassar State University in the 2024/2025 academic year. Data were collected through expert validation sheets, student response questionnaires, project performance assessments, and critical thinking skill tests, and then analyzed using descriptive, quantitative, and qualitative approaches. The results showed that expert validation of the developed teaching materials reached an average of 96.96% (very valid), while student responses obtained 91.71% (very positive). Students’ project creation ability achieved an average score of 84.25 (in the good category). Critical thinking skills improved significantly, with pretest and posttest averages of 56.7 and 84.3, respectively, and an N-Gain score of 0.63 (moderate improvement). The novelty of this research lies in integrating PjBL into structured teaching materials that directly target critical thinking indicators, which were not thoroughly addressed in prior studies. In conclusion, the developed PjBL-based teaching materials are valid, practical, and effective in fostering critical thinking, and they provide an innovative contribution to physics education by offering a model that prepares students to meet 21st-century academic and professional challenges.
References
Ardiansyah, A. I., Putra, A. K., & Nikitina, N. (2024). Investigating problem-based learning model’s impact on high school students’ critical thinking skills in environmental conservation context. Jambura Geo Education, 5(2), 87–103. https://doi.org/10.37095/jgej.v5i2.26110
Arisoy, B., & Aybek, B. (2021). The effects of subject-based critical thinking education in mathematics on students’ critical thinking skills and virtues. Eurasian Journal of Educational Research, 2021(92), 99–120. https://doi.org/10.14689/ejer.2021.92.6
Asrizal, A., Yurnetti, Y., & Usman, E. A. (2022). ICT thematic science teaching material with 5E learning cycle model to develop students’ 21st-century skills. Jurnal Pendidikan IPA Indonesia, 11(1), 61–72. https://doi.org/10.15294/jpii.v11i1.33764
Chiu, C. F. (2020). Facilitating K-12 teachers in creating apps by visual programming and project-based learning. International Journal of Emerging Technologies in Learning, 15(1), 103–118. https://doi.org/10.3991/ijet.v15i01.11013
Cosgun, G., & Atay, D. (2021). Fostering critical thinking, creativity, and language skills in the EFL classroom through problem-based learning. International Journal of Curriculum and Instruction, 13(3), 2360–2385. https://files.eric.ed.gov/fulltext/EJ1312851.pdf
Coyne, J., Hollas, T., & Potter, J. P. (2016). Jumping in: Redefining teaching and learning in physical education through project-based learning. Strategies, 29(1), 43–46. https://doi.org/10.1080/08924562.2016.1113910
Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approach. SAGE Publication.
Djufri, E., Septiani, D., & Hidayatullah, A. S. (2022). Analisis profil keterampilan berpikir kritis konsep sains mahasiswa PGSD. Pendas: Jurnal Ilmiah Pendidikan Dasar, 7(2). 363-372. https://doi.org/10.23969/jp.v7i2.6383
Ernawati, H., Galib, L. M., & Anas, M. (2023). Development of the HOTS test to measure students’ critical thinking skills on optical instrument materials. Jurnal Pendidikan Fisika, 11(3), 282–296. https://doi.org/10.26618/jpf.v11i3.11829
Fiqry, R. & Agustinasari, A. (2024). Profil keterampilan berpikir kritis mahasiswa melalui model pembelajaran LOK-R bermuatan etnosains. Prosiding SNTEKAD, 1(2), 591–599. https://doi.org/10.12928/sntekad.v1i2.16057
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Haris, A., Martawijaya, M. A., Dahlan, A., Yulianti, E., & Nua, M. T. P. (2024). Analysis of critical thinking skills of high school students. Jurnal Pendidikan Fisika, 12(1), 23–32. https://doi.org/10.26618/jpf.v12i1.12677
Hudha, M. N., Aji, S., & Rismawati, A. (2017). Pengembangan modul pembelajaran fisika berbasis problem-based learning untuk meningkatkan kemampuan pemecahan masalah fisika. Science Education Journal (SEJ), 1(1), 36–51. https://doi.org/10.21070/sej.v1i1.830
Irham, I., Tolla, I., & Jabu, B. (2022). Development of the 4C teaching model to improve students’ mathematical critical thinking skills. International Journal of Educational Methodology, 8(3), 493–504. https://doi.org/10.12973/ijem.8.3.493
Irwan, I., Arnadi, A., & Aslan, A. (2024). Developing critical thinking skills of primary school students through independent curriculum learning. Indonesian Journal of Education (INJOE), 4(3), 788–803. https://injoe.org/index.php/INJOE/article/view/138
Issa, H. B., & Khataibeh, A. (2021). The effect of using project-based learning on improving the critical thinking among upper basic students from teachers’ perspectives. Pegem Journal of Education and Instruction, 11(2), 52–57. https://doi.org/10.14527/pegegog.2021.00
Jamil, M., Bokhari, T. B., & Rafiq, M. (2024). Critical thinking skills development for 21st century: An analysis of biology curriculum (2006). Voyage Journal of Educational Studies, 4(1), 127–138. https://doi.org/10.58622/vjes.v4i1.132
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: How teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 1–17. https://doi.org/10.1186/s43031-021-00042-x
Muflihaini, M. A., & Suhartini, S. (2019). Tarub sebagai sumber belajar biologi keanekaragaman hayati dan konservasi berbasis kearifan lokal budaya Jawa. Symposium of Biology Education (Symbion), 2. 282-288. https://doi.org/10.26555/symbion.3549
Neswary, S. B. A., & Prahani, B. K. (2022). Profile of students’ physics critical thinking skills and application of problem-based learning models assisted by digital books in physics learning in high school. Jurnal Penelitian Pendidikan IPA, 8(2), 781–789. https://doi.org/10.29303/jppipa.v8i2.1444
Ngadiso, N., Sarosa, T., Asrori, M., Drajati, N. A., & Handayani, A. (2021). Project-based learning (PBL) in EFL learning: Lesson from Indonesia. Al-Ishlah: Jurnal Pendidikan, 13(2), 1114–1122. https://doi.org/10.35445/alishlah.v13i2.558
Nor, H. M., & Sihes, A. J. (2021). Critical thinking skills in education: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 11(11). https://doi.org/10.6007/ijarbss/v11-i11/11529
Nugraha, D. A., Binadja, A., & Supartono (2013). Pengembangan bahan ajar reaksi redoks bervisi SETS, berorientasi konstruktivistik. Journal of Innovative Science Education, 2(1). 27-34. https://journal.unnes.ac.id/sju/jise/article/view/1289/1250
Nurhamidah, S., & Nurachadijat, K. (2023). Project-based learning dalam meningkatkan kemandirian belajar siswa. Jurnal Inovasi, Evaluasi, dan Pengembangan Pembelajaran (JIEPP), 3(2), 42–50. https://doi.org/10.54371/jiepp.v3i2.272
Pang, Y. (2022). The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement. Frontiers in Psychology, 13, 1008257. https://doi.org/10.3389/fpsyg.2022.1008257
Paramita, I., Gustina, G., & Laratu, W. (2021). Pengembangan bahan ajar digital berbasis STEM untuk meningkatkan kemampuan berpikir kritis mahasiswa pada materi fisika instrumentasi. JPFT: Jurnal Pendidikan Fisika Tadulako Online, 9, 56–63. https://doi.org/10.22487/jpft.v9i3.1512
Parmin & Peniati, E. (2012). Pengembangan modul mata kuliah strategi belajar mengajar IPA berbasis hasil penelitian pembelajaran. Jurnal Pendidikan IPA Indonesia (JPII), 1(1), 8–15. DOI:10.15294/jpii.v1i1.2006
Prabayanti, E., Usman, U., Khaeruddin, K., & Setiawan, T. (2025). Analysis of students’ critical thinking abilities in physics learning: A case study at SMAN 5 Sidrap. Jurnal Pendidikan Fisika, 12(3), 141–151. https://doi.org/10.26618/jpf.v12i3.15317
Prastowo, A. (2015). Panduan kreatif membuat bahan ajar inovatif. Diva Press.
Qotrunnada, N. A., & Prahani, B. K. (2022). Profile of PBL model assisted by digital books to improve problem-solving ability of high school students on dynamic fluids. Jurnal Penelitian Pendidikan IPA, 8(3), 1176–1183. https://doi.org/10.29303/jppipa.v8i3.1451
Rehman, N., Zhang, W., Mahmood, A., Fareed, M. Z., & Batool, S. (2023). Fostering twenty-first century skills among primary school students through math project-based learning. Humanities and Social Sciences Communications, 10, 1-12. https://doi.org/10.1057/s41599-023-01914-5
Retnawati, H. (2016). Validitas dan reliabilitas dan karakteristik butir. Yogyakarta: Parama Publishing.
Riduwan. (2011). Skala pengukuran variabel-variabel penelitian. Alfabeta.
Rizki, M., & Fitri, R. (2024). Meta-analysis’ validity of booklet on the human reproductive system as a supplementary biology teaching material for high school. Bioilmi: Jurnal Pendidikan, 10(1). 43-50. https://doi.org/10.19109/bioilmi.v10i1.21549
Rokhmawati, A., Asih, I., & Pamungkas, A. S. (2019). Pengembangan bahan ajar rainbow book pada materi bangun datar kelas IV. Supremum Journal of Mathematics Education (SJME), 3(2), 85–94. https://scispace.com/pdf/pengembangan-bahan-ajar-rainbow-book-pada-materi-bangun-3919pu5y3z.pdf
Ruslan. (2009). Validasi isi Pa’bbiritta. Makassar : LPMP Sulawesi Selatan.
Safitri, A. N., Sarwanto, S., & Harjunowibowo, D. (2023). Pengembangan modul pembelajaran fisika berbasis kearifan lokal pada materi suhu dan kalor. Jurnal Materi dan Pembelajaran Fisika, 13(1), 32–40. https://doi.org/10.20961/jmpf.v13i1.60093
Samura, A. O. (2019). Kemampuan berpikir kritis dan kreatif matematis melalui pembelajaran berbasis masalah. Journal of Mathematics Education and Science, 5(1). 20-28. https://doi.org/10.30743/mes.v5i1.1934
Sari, D. M. M., & Prasetyo, Y. (2021). Project-based learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), 442–456. https://doi.org/10.24815/siele.v8i2.18407
Sari, R. T. (2017). Uji validitas modul pembelajaran biologi pada materi sistem reproduksi manusia melalui pendekatan konstruktivisme untuk kelas IX SMP. Scientiae Educatia, 6(1), 22–31. https://doi.org/10.24235/sc.educatia.v6i1.1296
Setyorini, A. I., Saefudin, A. A., & Haryanto, H. (2020). Pengembangan lembar kerja siswa menggunakan pendekatan saintifik pada materi pola bilangan. Aksioma: Jurnal Program Studi Pendidikan Matematika, 9(4), 1260–1270. https://doi.org/10.24127/ajpm.v9i4.3054
Shahroom, A. A., & Hussin, N. (2018). Industrial revolution 4.0 and education. International Journal of Academic Research in Business and Social Sciences, 8(9), 314–319. https://doi.org/10.6007/IJARBSS/v8-i9/4593
Silviariza, W. Y., Sumarmi, & Handoyo, B. (2021). Improving critical thinking skills of geography students with spatial-problem based learning (SPBL). International Journal of Instruction, 14(3), 133–152. https://doi.org/10.29333/iji.2021.1438a
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The influence of 4C (constructive, critical, creativity, collaborative) learning model on students’ learning outcomes. International Journal of Instruction, 14(3), 873–892. https://doi.org/10.29333/iji.2021.14351a
Suryani, Y., Iskandar, I., Nurfitriani, F. N., Pratiwi, R. T., Hasan, M., Arisah, N., Aeni, N., & Dzhelilov, A. A. (2024). Developing e-module accounting cycle based on problem-based learning (PBL): Can it improve students’ critical thinking abilities? Jurnal Iqra’: Kajian Ilmu Pendidikan, 9(1), 82–96. https://doi.org/10.25217/ji.v9i1.4535
Suteja, S., & Setiawan, D. (2022). Students’ critical thinking and writing skills in project-based learning. International Journal of Educational Qualitative Quantitative Research, 1(1), 16–22. https://doi.org/10.58418/ijeqqr.v1i1.5
Titin, T. (2016). Penyusunan perangkat pembelajaran pada materi ruang lingkup biologi kelas X SMA. Jurnal Pendidikan Matematika dan IPA, 7(1), 45–56. https://doi.org/10.26418/jpmipa.v7i1.17344
Ummah, S. K., In’am, A., & Azmi, R. D. (2019). Improving students’ creativity through project-based learning. Journal on Mathematics Education, 10(1), 93–102. https://files.eric.ed.gov/fulltext/EJ1204815.pdf
Usfira, M., Aklimawati, A., & Isfayani, E. (2024). Pengembangan modul ajar berbasis understanding by design terhadap kemampuan berpikir kritis matematis siswa. Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS), 8(3), 338–352. https://doi.org/10.33369/jp2ms.8.3.338-352
Wiandari, K. H., Hakim, L., & Sulistyowati, R. (2023). Pengembangan e-modul fisika berbasis problem based learning pada materi fluida statis untuk siswa SMA. JPF (Jurnal Pendidikan Fisika), Universitas Islam Negeri Alauddin Makassar, 11(3), 271–278. https://journal.uin-alauddin.ac.id/index.php/PendidikanFisika/article/view/34424/18179
Yimwilai, S. (2020). The effects of project-based learning on critical reading and 21st century skills in an EFL classroom. Journal of Liberal Arts, Maejo University, 8(2), 214-232.
Zhao, Y., & Wang, L. (2022). A case study of student development across project-based learning units in middle school chemistry. Disciplinary and Interdisciplinary Science Education Research, 4(5), 1–13. https://doi.org/10.1186/s43031-021-00045-8
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jurnal Pendidikan Fisika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
