Multidisciplinary Integrated Project-based Learning to Improve Critical Thinking Skills and Collaboration

Abstract

The purpose of this study was to look at the effectiveness of multidisciplinary integrated project-based learning models in enhancing critical thinking and collaboration among elementary school students. The study used a quasi-experimental research technique with three subjects as experimental subjects and 65 students, and three subjects as control subjects and 65 students. The results of the study indicate that multi-disciplinary integrated project-based learning can improve critical thinking skills and student collaboration. This is evidenced by the t-test. T table obtained at the significance level of 5% is 2006. So the value of t count> t table (30,570> 2,006) and the significance value is less than 0.05 (p = 0,000 <0,05). It can be concluded that critical thinking skills and collaboration differ significantly in the experimental class and the control class. https://doi.org/10.26803/ijlter.18.1. 2