The effect of project-based learning (PjBL) assisted by ChatGPT on critical thinking skills in climate change material

Ghayatuna Raudhatul Jannah; Ahmad Kamal Sudrajat

doi:10.21831/edubio.v12i2.30113

The effect of project-based learning (PjBL) assisted by ChatGPT on critical thinking skills in climate change material

Ghayatuna Raudhatul Jannah, , Indonesia
Ahmad Kamal Sudrajat, Universitas Negeri Yogyakarta, Indonesia

10.21831/edubio.v12i2.30113

Abstract

This study aims to: (1) describe students' critical thinking skills on climate change material after participating in learning using Project-Based Learning (PjBL) assisted by ChatGPT; and (2) determine the effect of implementing Project-Based Learning (PjBL) assisted by ChatGPT on students' critical thinking skills on climate change material at SMAN 1 Pleret. This study uses a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The study was conducted at SMAN 1 Pleret with a sample of two classes, namely the experimental class and the control class, selected using a purposive sampling technique. The experimental class received ChatGPT-assisted Project-Based Learning (PjBL), while the control class used Project-Based Learning (PjBL) without ChatGPT assistance. The research instrument consisted of an essay test of critical thinking skills based on FRISCO indicators (Focus, Reason, Inference, Situation, Clarity, and Overview) and an observation sheet for learning implementation. Data analysis used descriptive and inferential statistics, including normality tests, homogeneity tests, and Mann–Whitney tests. The results of the study showed that: (1) the critical thinking abilities of students in the experimental class showed varying achievements in each FRISCO indicator, with the Inference indicator obtaining the highest percentage of 68.89% (critical category), followed by Clarity at 62.78% and Focus at 61.67% (critical category), while Reason at 58.89%, Overview at 58.33%, and Situation at 49.44% were included in the fairly critical category. Furthermore, (2) the implementation of Project-Based Learning (PjBL) assisted by ChatGPT did not have a significant effect on students' critical thinking abilities on climate change material, as indicated by the results of the Mann–Whitney posttest value with Asymp. Sig. (2-tailed) of 0.416 (p > 0.05). However, descriptively, the experimental class's average posttest score (60.00) was higher than the control class's (56.67). Overall, students' critical thinking skills after participating in learning using Project-Based Learning (PjBL) assisted by ChatGPT were in the fairly critical to critical category. Teachers can use this research as a consideration when using Chatbots in the classroom.

Keywords

ChatGPT; Climate change; Critical thinking skills; Project-Based Learning (PjBL)

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DOI: https://doi.org/10.21831/edubio.v12i2.30113