Critical Thinking Ability after Project-Based Learning: A Comparative Study on Students Who Have Different Cognitive Styles

Abstract

Abstract This research aims to compare critical thinking skills between students who have different cognitive styles namely reflective and impulsive. The research design used was a Pre-Experiment One-Shot Case Study, where a group of students was given project-based learning treatment in plant development subjects, this study did not use a group of control. The student’s cognitive style was measured using the MFFT (Matching Familiar Figure Test) instrument that is carried out before the project-based learning is implemented. Furthermore, students’ critical thinking skills are measured by using a critical thinking skills test conducted at the end of the project-based learning process. The test resulted in students’ critical thinking skills between those who have reflective cognitive styles and those who are impulsive. The data analysis results showed that there were differences in critical thinking ability between students who have reflective cognitive styles and those who were impulsive. Students’ reflective abilities in terms of critical thinking are better than impulsive. Information about differences in the ability of reflective and impulsive students to think critically is important for educators as a consideration in choosing a suitable learning model.