Surabaya – The Peer Project Collaborative Learning (PPCL) model has been proven to improve junior high school students' critical thinking skills more effectively than the widely used Project-Based Learning (PjBL) approach. This finding was reported in a study conducted by Paulina Maria Ekasari Wahyuningrum, Siti Masitoh, and Andi Kristanto from Universitas Negeri Surabaya. Published in 2026 in the East Asian Journal of Multidisciplinary Research (EAJMR), the research demonstrates that combining project-based activities with structured peer interaction and collaborative learning significantly enhances students' ability to think critically.
Critical thinking has become one of the most essential competencies in twenty-first-century education. Students are expected not only to understand academic content but also to analyze information, evaluate arguments, solve problems, and make well-reasoned decisions. Despite this expectation, many schools continue to struggle with developing higher-order thinking skills, particularly in subjects where teacher-centered instruction remains the dominant teaching approach.
The researchers identified this challenge in Catholic Religious Education classes at a junior high school in Palangka Raya, Central Kalimantan. Initial observations revealed that many students found it difficult to formulate meaningful questions, evaluate arguments, and reflect critically on their own ideas during classroom discussions. Traditional teaching methods provided limited opportunities for students to actively engage in analytical and reflective thinking.
To address this issue, Paulina Maria Ekasari Wahyuningrum and her colleagues developed the Peer Project Collaborative Learning (PPCL) model. The approach integrates project-based learning, collaborative learning, and peer interaction into a structured learning process. Rather than simply completing classroom projects, students are encouraged to exchange ideas, provide constructive feedback, defend their opinions, and work together to solve problems throughout every stage of the learning process.
The study employed a quasi-experimental design involving 68 ninth-grade students. Thirty-four students were assigned to an experimental class that implemented the PPCL model, while another 34 students formed a control class that learned through conventional Project-Based Learning. Both groups studied the same learning materials, received the same instructional time, and used identical classroom facilities during six learning sessions. The only difference between the two groups was the instructional model, allowing the researchers to clearly measure the effectiveness of PPCL.
Before the intervention began, both groups demonstrated comparable levels of critical thinking. The Project-Based Learning group achieved an average pretest score of 18.82, while the PPCL group recorded an average of 19.03. Statistical analysis confirmed that there was no significant difference between the two groups at the beginning of the study, indicating that they started from an equivalent academic baseline.
The results changed considerably after six learning sessions. Students who participated in the PPCL model achieved an average posttest score of 26.59, compared with 24.56 for students taught through Project-Based Learning. Statistical analysis revealed that the difference was highly significant with t = 5.086 and p < 0.001. The researchers also reported a large effect size (Cohen's d = 1.23), indicating that the improvement was not only statistically significant but also educationally meaningful in real classroom practice.
The study further showed that the PPCL model produced more consistent learning gains across the entire classroom. During the six instructional sessions, students in the PPCL class improved their critical thinking performance by approximately 39.7 percent, while those in the Project-Based Learning class improved by around 30.5 percent. The PPCL group also demonstrated less variation in posttest scores, suggesting that the learning improvements were experienced by nearly all students rather than only by a few high achievers.
According to Paulina Maria Ekasari Wahyuningrum and her colleagues from Universitas Negeri Surabaya, the success of PPCL lies in its structured peer interaction during every stage of the learning process. Students are consistently encouraged to explain their reasoning, evaluate their classmates' ideas, defend their arguments, and collaboratively develop solutions. These activities stimulate deeper analytical thinking than conventional project-based instruction, where group discussions are often less structured and participation may be uneven.
The findings also reinforce previous studies showing that collaborative learning and peer-assisted learning can strengthen critical thinking skills. However, this research makes a unique contribution by demonstrating the effectiveness of the PPCL model in Catholic Religious Education at the junior high school level, an educational context that has received relatively little attention in previous studies. The results suggest that active learning strategies emphasizing discussion, collaboration, and reflection can successfully enhance critical thinking not only in science and technology subjects but also in humanities, ethics, and religious education.
The study carries important implications for educators and curriculum developers. Teachers are encouraged to move beyond assigning group projects alone and instead design structured peer interactions throughout the learning process. Such an approach provides students with greater opportunities to develop critical thinking, communication, collaboration, and problem-solving skills simultaneously. As education increasingly focuses on preparing learners for twenty-first-century challenges, the PPCL model offers a practical and evidence-based alternative for creating more engaging and intellectually stimulating classrooms.
Authors
Research Source
Article Title: The Effectiveness of the Peer Project Collaborative Learning Model on Students' Critical Thinking Skills: A Quasi-Experimental Study
Journal: East Asian Journal of Multidisciplinary Research (EAJMR)
Publication Year: 2026
DOI: https://doi.org/10.55927/eajmr.v5i7.232
Journal Link: https://journaleajmr.my.id/index.php/eajmr
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