Integrated project-based inquiry science learning model in environmental education related on climate change to improve critical thinking skills

¹ Physics Education, Universitas Negeri Surabaya, Surabaya, Indonesia 60231
² Science Education, Universitas Negeri Sebelas Maret, Surakarta, Indonesia 57126
³ National Taiwan University of Science and Technology, Taipei, Taiwan

^* Corresponding author: nuritalestari@unesa.ac.id

Abstract

The low level of critical thinking skills in high school students is a significant factor in conducting research. Given that critical thinking skills are crucial for students to possess, they can enhance their ability to think and act effectively in solving problems in their environment. Project-based Inquiry Science learning is the primary model implemented in classroom instruction with climate change materials. Climate change material is one of the subjects taught in schools with high relevance to the environment, enabling the implementation of environmental-based education. The study was conducted experimentally in two classes: the control class, which used the conventional model, and the experimental class, which used the PjBIScience model. The study’s results showed a significant difference between the values of the control class and the experimental class, as well as an increase in student scores after the PjBI-Science model was applied. The data show that the application of PjBI-Science can affect students’ critical thinking skills while improving the quality of learning in the classroom, as indicated by the results of the response to the implementation of the treatment action.