DIFFERENTIATED PROJECT-BASED LEARNING USING INTERACTIVE MULTIMEDIA TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS

Sukron Makmun, Muh. Zubair, Bagdawansyah Alqadri, Nadila Risti Puji Lestari, Hasruddin Nur

Abstract


Critical thinking is crucial in facing the challenges of the globalization era, yet traditional memory-oriented learning remains dominant. Learning innovation is needed to develop these skills. This study aims to test the effectiveness of interactive multimedia based on Google Sites and the Project-Based Learning (PjBL) model integrated with differentiated learning on students' critical thinking skills. The study was conducted at SMP Negeri 17 Mataram using a combination of the ADDIE Research and Development (R&D) model and quantitative True-Experimental (One Group Pretest-Posttest Design) experiments. Data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) on a sample of 64 ninth-grade students. The results of the SEM-PLS analysis showed that Google Sites media had a significant positive effect on critical thinking skills (β = 0.101, p = 0.000) and on project-based differentiated learning (β = 0.094, p = 0.000). Project-based differentiated learning also had a significant positive effect on critical thinking skills (β = 0.094, p = 0.002). In addition, project-based differentiated learning was proven to significantly mediate the relationship between Google Sites media and critical thinking skills (β = 0.062, p = 0.036). The model showed that 44.7% of the variance in critical thinking skills could be explained by Google Sites media through project-based differentiated learning. This finding strengthens the theory that integrating technology as a digital scaffold with challenging and relevant innovative learning is effective in improving students' critical thinking skills. Practically, teachers are encouraged to utilize Google Sites media in implementing project-based differentiated learning to create a collaborative, innovative learning environment that accommodates the diversity of students' learning styles.


Keywords


critical thinking; differentiated learning; interactive multimedia; project-based learning

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References


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