The Influence of Project Based Learning and Self-Efficacy on Critical Thinking Skills in Basic Distillation and Analytical Separation Material

Critical thinking is one of the higher-order thinking skills that students need to possess in chemistry learning, especially in the Distillation Basics of Analytical Separation material. Critical thinking allows students to analyze information, evaluate various alternative solutions, and make decisions based on available evidence (Rahardhian, 2022). However, students still experience difficulties in understanding the concept of separation, connecting theory with practice, and analyzing problems related to the distillation process. This study aims to determine the effect of the Project Based Learning (PjBL) model, self-efficacy, and their interaction on students' critical thinking skills. The study used a quasi-experimental design with a 2 × 2 factorial design. The research sample consisted of two classes of students from the Chemistry Education Study Program, University of Jambi, namely the experimental class that implemented the PjBL model and the control class that used conventional learning. The research instruments were a self-efficacy questionnaire and an essay test on critical thinking skills. Data were analyzed using a two-way ANOVA test. The results showed that there was a significant effect of the PjBL model on students' critical thinking skills (Sig. = 0.001 < 0.05). Self-efficacy also significantly influences critical thinking skills (Sig. = 0.000 < 0.05). However, there was no interaction between the PjBL model and self-efficacy on students' critical thinking skills (Sig. = 0.678 > 0.05). The results of the study indicate that the application of the PjBL model can improve students' critical thinking skills on distillation material compared to conventional learning.