Multimedia-Assisted Project Based Learning (PjBL) and Students Critical Thinking and Collaboration Skills

Abstract

Instruction focused solely on information delivery can limit students' opportunities to analyze problems, exchange ideas, and work responsibly. This study aims to analyze improvements in the critical thinking and collaboration skills of elementary school students through the implementation of a multimedia-assisted Project-Based Learning (PjBL) model. The study used a quantitative approach with a quasi-experimental Nonequivalent Control Group Design. The subjects consisted of 40 fifth-grade students divided into an experimental group and a control group, with 20 students in each. Data were collected via tests, observation sheets, questionnaires, and documentation. Data analysis included descriptive statistics, prerequisite tests, paired-sample t-tests, independent-samples t-tests, MANOVA, and N-Gain analysis. The results showed that the mean critical thinking score increased from 50.00 to 81.75, while the mean collaboration score rose from 68.17 to 89.42. Paired sample t-test results indicated a significant difference between pre- and post-instruction performance. The N-Gain scores were 0.64 for critical thinking and 0.66 for collaboration, both falling within the medium category. These findings show that multimedia-assisted PjBL can improve critical thinking and collaboration skills through group-based activities involving investigation, problem-solving, communication, and project completion. Consequently, multimedia-assisted PjBL offers teachers an alternative instructional strategy to create active, collaborative learning environments that support the development of 21st-century competencies in elementary school students.