Project-Based Learning in Political Sociology Course: Enhancing Student’s Critical Thinking Skills and Learning Outcome

Learning Political Sociology course at the Civic education department tends to be conventional and does not involve students completely. Therefore, a learning model which is needed for students to participate actively and stimulate their critical thinking skills should be implemented. The aims of this study are to determine students’ critical thinking skills and student learning outcomes, as well as to describe the advantages and disadvantages of learning using Project-based Learning. This study uses a qualitative approach and the subjects were 37 students of the Civics Education Study Program. Data were collected through observation, test, and conversation while the project was conducted using a rubric, test, and interview schedule and then analyzed using predetermined assessment criteria. The results showed that students were able to improve their critical thinking skills through challenging and simultaneous assignments on the topics, namely Legislative Candidates in the 2019 General Election. Due to a series of structured assignments, students also obtained good learning outcomes based on the six components assessed during the project that is a summary of an interview with the candidate, profile of candidates, journal, presentation, final report, and final test. Further research on the effect of the project on student understanding and involvement in the project is needed