EXPLORING PROJECT-BASED LEARNING IN ENHANCING CRITICAL THINKING SKILLS OF PUPILS

Abstract

The findings revealed that teachers predominantly adopt highly interactive, student-centered PBL activities to foster critical thinking. Among the strategies used, educational Games and Role-Playing ranked highest (50% usage rate), followed by Differentiated Tasks, Visual Aids, and ICT-Based Activities (25% each), while Hands-on Tasks were the least used (12.5%). Despite the positive cognitive growth observed in pupils, teachers faced notable implementation barriers. Student Readiness and Group Dynamics emerged as the most significant challenge (62.5%), closely followed by Time Management Constraints (50%), Classroom Management (25%), and Resource Limitations (12.5%). To optimize PBL execution, respondents strongly recommended strategic Resource Allocation (62.5%) and increased Administrative Support and Flexible Curriculum Design (50%). Overall, the study concludes that while PBL is a powerful driver for developing analytical and problem-solving skills in young learners, its success relies heavily on institutional support, adequate material resources, and targeted teacher training.