The Effect of The Implementation of A Project-Based Learning Model Assisted By Augmented Reality on Sixth Graders’ Critical Thinking Skills on Solar System Materials
The Effect of The Implementation of A Project-Based Learning Model Assisted By Augmented Reality on Sixth Graders’ Critical Thinking Skills on Solar System Materials

Summary/Abstract: Background/purpose. This study aims to evaluate the effect of the application of the PjBL learning model assisted by AR on students' critical thinking skills. The focus of this study is on sixth-grade students with solar system material, designed to explore how the integration of AR technology in PjBL can improve student engagement, conceptual understanding, and critical thinking skills. Materials/methods. This research is quantitative research with an experimental type. Research design using nonequivalent control group (pre-test and post-test). Critical thinking data collection focuses on the FRISCO indicators, namely Focus (F), Reason (R), Conclusion (I), Situation (S), Clarity (C), and Overview (O). The instruments used in this study were cognitive tests and observation sheets. The measurement scale for critical thinking skills observation used a Likert scale, 1 (strongly disagree) - 5 (strongly agree) Results. Both the control and experimental groups' pre-and post-test scores increased significantly. The experimental class achieved a posttest average of 79.61, whose average pre-test score was 56.92, while a post-test average of 60.27 was achieved by the control class, whose average pre-test score was 50.31. The data were first examined for normality and homogeneity using the Kolmogorov-Smirnov and Levene tests, which confirmed that the samples were distributed normally and were similar to one another. Then, hypothesis testing was initiated. After the hypothesis testing using a paired sample t-test was conducted, the null hypothesis (H0) was rejected due to a significance value of 0.00, which is less than 0.05. Conclusion. These findings demonstrate a notable difference between the two groups and demonstrate that students' critical thinking skills are improved with the use of AR-assisted PjBL. Consistent with other findings, this study confirms that PjBL and AR effectively boost students' motivation, engagement, and critical thinking skills.

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