Efektivitas Model Pembelajaran Berbasis Proyek Dalam Meningkatkan Keterampilan Berpikir Kritis Dan Kreatif Pada Pembelajaran Fisika: Literature Review

Physics is one of the essential disciplines for explaining natural phenomena through facts, principles, and scientifically verified laws. However, physics learning in schools is still often perceived as difficult, abstract, and disconnected from daily life, resulting in low student interest as well as limited critical and creative thinking skills. To address this issue, the Project-Based Learning (PjBL) model emerges as a promising solution to link physics concepts with real-life experiences through the implementation of relevant projects. This study aims to evaluate the effectiveness of the PjBL model in improving students' critical and creative thinking skills in physics education through a literature review of previous research. The method used was a systematic review of 11 relevant journal articles obtained from various scientific databases using the keywords “Project-Based Learning” and “physics.” The results of the review indicate that the PjBL model consistently enhances students' critical thinking, creative thinking, conceptual understanding, collaboration, and problem-solving abilities in physics learning. Furthermore, PjBL proves to be applicable in various contexts, such as ethnoscience learning, traditional games, virtual technology-assisted instruction, and global issues like renewable energy. The conclusion of this study highlights that PjBL is an effective teaching method for developing 21st-century skills among students, particularly in physics subjects that require conceptual understanding and practical application capabilities.