The Comparing STEM-Integrated Problem-Based and Project-Based Learning in Enhancing Critical Thinking Skills of Madrasah Ibtidaiyah Students
Abstract
Background. Fostering students’ critical thinking skills is a paramount objective in modern education. While STEM-integrated approaches like Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are widely endorsed, comparative evidence of their efficacy in unique educational contexts, such as Islamic primary schools (Madrasah Ibtidaiyah), remains scarce. Purpose. This study aimed to examine and compare the effectiveness of PBL-STEM and PjBL-STEM models in enhancing the critical thinking skills of Madrasah Ibtidaiyah students, and to assess the effects of problem-based learning-STEM and project-based learning-STEM on students’ critical thinking skills. Method. A quasi-experimental study employing a non-equivalent control group pretest-posttest design was conducted with two intervention groups. Data were analyzed using descriptive and inferential statistics. Results. The findings show that both models positively improved students’ critical thinking skills, with PJBL-STEM yielding a higher posttest mean score (84.58; N-Gain = 77.90%) than PBL-STEM (77.68; N-Gain = 66.77%), and the difference was statistically significant (p = 0.035), demonstrating the superior impact of the project-based approach. Conclusion. In conclusion, while both frameworks demonstrate pedagogical merit, PjBL-STEM exhibits superior efficacy in fostering students’ critical thinking. These empirical findings offer crucial pedagogical insights for primary educators optimizing STEM integration within Islamic elementary school curricula.