Developing Critical Thinking Skills in Vocational High School Students through the Application of Physics Project Team Learning Model Integrated with Vocational-Based Worksheets

Abstract

Purpose: This study aimed to investigate the effectiveness of enhancing the critical thinking skills of students by implementing the Physics Project Team Learning Model integrated with Vocational-Based Worksheets.   Methods: The research uses a quantitative approach. A quasi-experimental design with pretest-posttest measures was adopted. The study was conducted at a vocational school in Labuhanbatu Regency, North Sumatra Province, and included sample size of 20 students assessed using a Critical Thinking Skill Test, comprising reasoned multiple-choice questions.   Results and Conclusion: The results showed that the Physics Project Team Learning model integrated with the Vocational-Based Worksheet motivated students to meet their needs and facilitated learning. Statistical tests indicated that the model had a positive effect on improving the critical thinking skills of vocational high school students, as evidenced by a normalized gain (n-gain) of 0.31, falling into the moderate category. The effectiveness was also demonstrated by an effect size of 0.83, falling into the high category.   Research implications: Implementation of the Physics Project Team Learning Model has proven to be effective in improving critical thinking skills. Therefore, the Physics Project Team Learning Model integrated with the Vocational-Based Worksheets could be considered an alternative to address student issues and enhance critical thinking skills.   Originality/value:  Implementation of the Physics Project Team Learning model integrated with vocational-based worksheets is a new learning approach in Vocational High Schools. The learning approach that is often used is project-based learning.