Introduction. In an increasingly complex and dynamic world, the ability to think critically is essential for students to navigate challenges and make informed decisions. Critical thinking skills are particularly vital within the framework of project-based learning (PjBL), which emphasizes student-centered exploration and problem-solving. However, existing models of critical thinking often lack specificity in their application to PjBL, leading to gaps in understanding how these skills can be effectively developed and assessed in this context. This study addresses these gaps by exploring and refining the conceptualization of critical thinking as it applies to PjBL, ensuring that educators have clear frameworks and tools to cultivate these skills in students. This study aims to redefine and improve the conceptualization of critical thinking skills, specifically within the PjBL framework.
Study participants and methods. This study used a research and development (R&D) approach, using the Borg & Gall (1996) model. This study involved 275 students from two state universities, two private universities, and two vocational colleges, using a hybrid interactive project model for PjBL. Data were analyzed using Rasch analysis and confirmatory factor analysis (CFA) with Lisrel. Critical thinking theories from Watson & Glaser (1980), Facione (1990), Halpern (1994), and Paul & Elder (1997) were synthesized to inform this study.
Results. This study offers a new conceptualization of critical thinking in the PjBL model, consisting of four components: 1) clarification and interpretation, 2) analysis and evaluation of arguments, 3) inference, and 4) explanation. Rasch analysis revealed that the critical thinking instrument demonstrated acceptable validity and reliability, with the variance explained by the Rasch measure at 26.38%, and a chi-square value of 0.2591 (p = 0.0003), indicating a good fit to the model. CFA showed strong model fit indices (GFI = 0.97, AGFI = 0.93, RMSEA = 0.044, NFI = 0.99, and CFI = 0.99), confirming the robustness of the measurement model.
Conclusion. This study builds a strong foundation for the assessment and practical application of critical thinking concepts in PjBL models. By redefining critical thinking in this context, this study offers valuable insights and tools that educators can use to evaluate and improve students’ critical thinking skills effectively, ultimately improving the quality and impact of PjBL in educational settings.
Keywords: reconceptualization, critical thinking, project-based learning (PjBL), educational framework
For Reference: Aji, S. D., Ayu, H. D., Jufriadi, A., & Hudha, M. N. (2025). Reconceptualization critical thinking based on project-based learning: results of factor analysis. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 573–587. https://doi.org/10.32744/pse.2025.3.38
Information about the authors:
Sudi Dul Aji (Malang, East Java, Indonesia) — Physics Education Study Program. Universitas PGRI Kanjuruhan Malang. E-mail: sdaji.unikama@gmail.com
Hena Dian Ayu (Malang, East Java, Indonesia) — Physics Education Study Program. Universitas PGRI Kanjuruhan Malang
Akhmad Jufriadi (Malang, East Java, Indonesia) — Physics Education Study Program. Universitas PGRI Kanjuruhan Malang
Muhammad Nur Hudha (Surakarta, Central Java, Indonesia) — Science Education Study Program. Universitas Sebelas Maret, Surakarta
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