Ihda ’Abidat
191102011229
This study investigates the student's reflection on the impact of video project
based learning on their development of critical thinking skills. By integrating Paul
& Elder's (2014) standards of thought and elements of thought as the basis for
creating the instrument, the research aims to explore the effectiveness of this
pedagogical approach in enhancing students' abilities to analyze information,
evaluate arguments, identify biases, and apply logical reasoning. The study
utilizes qualitative methods, including a close-ended questionnaire, to collect data
from a sample of eighth-semester students at a university in Bogor, Indonesia. The
findings showed that the students admit that they can improve the element of
thoughts following their engagement in video project-based learning. The
outcomes provided information on instructional strategies and curriculum design,
offering valuable insights for educators aiming to cultivate critical thinking skills
among their students. The study covered a limited sample and context; therefore,
future research can expand on these findings by considering larger sample sizes,
diverse academic levels, and quantitative approaches to provide a comprehensive
understanding of the effectiveness of video project-based learning in fostering
critical thinking skills.
Keywords: Critical Thinking Skills, Video Project-Based Learning, and Students’
Reflection.