Constructivist Pedagogies And Critical Literacy: Contrasting Problem-Based And Project-Based Learning Outcomes Among Pre-Service Indonesian Language Teachers.

The main purpose of this study is to compare the implementation of the Problem Based Learning (PBL) and Project Based Learning (PjBL) model on the critical literacy skills of students of the Indonesian Language and Literature Education Study Program. The research design applied was quasi-experimental with a pretest-posttest control group design. The research sample was 64 students divided into two classes, each class consisted of 32 people. The data was collected through a critical literacy test that had been validated by experts, then analyzed using an independent t-test at a significance level of 0.05 and N-Gain calculation to assess the effectiveness of each model. The results of the study showed that both models had a significant effect on improving students' critical literacy skills; The PBL group experienced an average increase of 15.63 points, while the PjBL group increased even higher, namely 22.06 points. The results of the N-Gain distribution analysis concluded that PjBL not only increases critical literacy skills higher, but is also more consistent with student activities. These findings imply that the integration of the PjBL model in Indonesian language learning needs to receive more attention in the development of higher education curriculum to support more optimal critical literacy mastery.