Project-Based Learning with a Deep Learning Approach through an Eco-Enzyme Project: Students' Critical Thinking in Ecology Learning
DOI:
https://doi.org/10.17977/um039v11i22026p284-297Keywords:
Project-Based Learning, Deep Learning, Critical Thinking, Eco-Enzyme, EcologyAbstract
This study aimed to examine students' critical thinking performance following project-based science learning using an eco-enzyme production project with a Deep Learning approach in ecology learning. The study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group design. The participants were 78 seventh-grade students at SMP Negeri 25 Pekanbaru, divided into experimental and control classes. The experimental class participated in project-based learning with a Deep Learning approach through an eco-enzyme production project, while the control class received the learning approach used in the control group. Data were collected through critical thinking tests administered before and after the learning process. Data analysis included descriptive statistics, normality and homogeneity tests, the Mann-Whitney U Test, N-Gain, and effect size analysis. The results showed that the experimental class obtained a higher mean posttest score (86.52) than the control class (76.08). The Mann-Whitney U Test indicated a statistically significant difference between the two groups (Asymp. Sig. = 0.000). The experimental class obtained a mean N-Gain of 0.5964, while the control class obtained 0.5177, with both categorized as moderate. The effect size was 0.602, categorized as large. These findings indicate a difference in students' critical thinking performance between the two instructional groups, although the experimental class had a higher mean pretest score than the control class.
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