Project Based Learning in Strengthening Higher Order Thinking Skills of Elementary School Students

Abstract

This study aims to conduct an in-depth analysis of the implementation of project-based learning in strengthening higher-order thinking skills among elementary school students. The research employed a qualitative method with a case study design, as this approach was considered capable of comprehensively exploring the processes, experiences, and meanings that emerge from the implementation of project-based learning in an authentic classroom context. This method and design were selected to obtain contextual understanding that cannot be fully explained through quantitative measurement. The study was conducted at Cendekia 05 Public Elementary School, Surya Kencana City, located at Jalan Pendidikan No. 12, Sukamaju Subdistrict, Central City District, Surya Kencana City, West Java Province. Although the school has implemented thematic learning, it still faces challenges in developing students’ higher-order thinking skills. The research informants consisted of six participants, namely two classroom teachers, one principal, and three fourth-grade students, who were purposively selected based on their direct involvement and relevance to the implementation of project-based learning. The results indicate that project-based learning encourages active student engagement, enhances analytical, evaluative, and creative abilities, and creates a more collaborative and meaningful learning environment. This study recommends the sustainable implementation of project-based learning supported by teacher training and school policies that promote instructional innovation.