This research was driven by the identified deficit in critical thinking skills among elementary students at UPTD SDN 010131 Pulau Rakyat Tua, largely attributed to traditional teacher-centered instruction and a lack of contextualized, project-based learning. The objective of this study was to evaluate the impact of a Project-Based Learning (PjBL) model integrated with local wisdom on the critical thinking proficiency of fifth-grade students. Utilizing a pre experimental one-group pretest-posttest design, the study involved 30 students as the experimental sample. Data were collected through validated critical thinking tests and structured observation sheets. The results indicated a significant enhancement in student performance, with the class average rising from 59.20 to 81.73, achieving an N-Gain value of 0.55 (classified as medium-high category). Statistical analysis via paired t-test yielded a significance value of 0.000 (p < 0.05), confirming that the implementation of culturally responsive PjBL substantially improved analytical and problem-solving capabilities. Furthermore, observations revealed a marked increase in student engagement, collaboration, and active participation throughout the project phases. This study concludes that integrating local heritage into the PjBL framework is a highly effective pedagogical strategy for fostering 21st-century competencies in island-based educational contexts.
Rambe et al. (Wed,) studied this question.