Efektivitas Model Pembelajaran Project Citizen dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Kelas XI pada Mata Pelajaran Pendidikan Pancasila di SMAN 1 Kabupaten Tangerang

Critical thinking is essential in Pancasila Education for analyzing social issues and relating them to Pancasila values, and Project Citizen offers a problem-based alternative to teacher-centered learning. This study aimed to determine the difference in critical thinking between students taught through Project Citizen and Direct Learning, the extent of improvement, and the effectiveness of Project Citizen for 11th-grade students at SMAN 1 Tangerang Regency. This quantitative study employed a quasi-experimental nonequivalent pretest-posttest control group design. The experimental class (n = 31) learned through Project Citizen on school bullying, while the control class (n = 26) received PowerPoint-aided Direct Learning. Critical thinking was measured using 24 multiple-choice and 24 essay items based on Facione’s six indicators and the revised Bloom’s Taxonomy. Data were analyzed in SPSS 27 using N-Gain, independent sample t-test, Cohen’s d, and ANCOVA. The mean N-Gain was 30.73 (moderate) in the experimental class and 15.93 (low) in the control class (Sig. = 0.048; Cohen’s d = 0.537). ANCOVA remained significant after controlling for initial ability (Sig. = 0.004). However, over half of the experimental students remained in the low category. Project Citizen was more effective than Direct Learning, with moderate strength of evidence.