Abstract

Developing critical thinking skills is a cornerstone of modern education, particularly for pre-service teachers who will foster these competencies in future generations. This study addresses the common failure of traditional pedagogical methods by evaluating an integrated learning model that combines Project-Based Learning (PjBL), interactive e-modules, and gamification to enhance the critical thinking skills of pre-service physics teachers. A mixed-methods sequential explanatory design was employed with 45 participants. The results demonstrate that the model significantly improved critical thinking skills (p < 0.001), with the highest gain observed in interpretation (N-gain = 0.71) and explanation (N-gain = 0.69), with the lowest gain in evaluation (N-gain = 0.48). A key finding emerged from project assessments: gamified projects stimulated the highest in-process student engagement (M = 4.33), whereas more structured projects, such as website development, yielded superior quality final products (M = 4.49). In conclusion, integrating PjBL, e-modules, and gamification is a practical approach for enhancing critical thinking skills, particularly in fostering interpretation and explanation. The findings highlight a crucial trade-off between process engagement and final product quality, suggesting that educators should implement a strategic, hybrid PjBL model for optimal outcomes. This model would leverage the motivational benefits of gamification in early-stage activities and employ structured projects for final capstone tasks, thus balancing engagement with academic rigor.

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