Investigating the Impact of Project-Based Learning on Students’ Analytical Thinking and Collaboration Skills

DOI

10.2991/978-2-38476-579-9_20How to use a DOI?

Keywords

Project-Based Learning; analytical thinking; collaboration skills; chemistry learning; electrolyte and non-electrolyte solutions

Abstract

This study aims to investigate the effects of Project-Based Learning (PjBL) on students’ analytical thinking and collaboration skills in chemistry education, specifically focusing on electrolyte and non-electrolyte solutions. A quasi-experimental approach was used, employing a posttest-only design to assess the effectiveness of the intervention. The study involved 118 senior high school students, with an experimental group taught through Project-Based Learning (PjBL) and a control group taught using a scientific approach. Students’ analytical thinking was assessed using the Electrolyte and Non-Electrolyte Solutions Analytical Thinking Test (ENSAT), while collaboration skills were evaluated with a modified Collaboration Self-Assessment Tool Rubric (CAST). Data on analytical thinking were analyzed using descriptive statistics and MANOVA, while data on collaboration skills were examined through percentage scores and MANOVA. The findings demonstrated that the experimental group exhibited markedly stronger analytical thinking than the control group across all assessed dimensions, namely differentiating, organizing, and attributing. The results of the MANOVA indicated a statistically significant multivariate effect of Project-Based Learning (PjBL) on the combined dependent variables. Further univariate analysis revealed that PjBL significantly improved students’ analytical thinking but had no noticeable effect on their collaboration skills. These findings suggest that while PjBL is effective in enhancing analytical thinking in chemistry education, its impact on collaboration skills is limited.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ermia Hidayanti
AU  - Senam Senam
AU  - Saprizal Hadi Saputra
AU  - Rahmawati Rahmawati
AU  - Eka Junaidi
PY  - 2026
DA  - 2026/05/21
TI  - Investigating the Impact of Project-Based Learning on Students’ Analytical Thinking and Collaboration Skills
BT  - Proceedings of the 7th International Conference on Education and Social Sciences (ICESS 2025)
PB  - Atlantis Press
SP  - 257
EP  - 271
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-579-9_20
DO  - 10.2991/978-2-38476-579-9_20
ID  - Hidayanti2026
ER  -