Integrating QR Code–Supported Project-Based Learning to Promote Critical Thinking and Social Skills in Primary Science and Social Studies: A Classroom Action Research Study

Eva Diyah Marlina, Sudarmiani Sudarmiani

Abstract


Developing critical thinking and social skills is a key objective of Indonesia’s Merdeka Curriculum, particularly in Integrated Science and Social Studies (IPAS) learning. Although Project-Based Learning (PjBL) has been widely recognized for promoting higher-order thinking and collaboration, limited research has investigated the pedagogical integration of QR Code technology within PjBL to simultaneously enhance these competencies in elementary education. This study aimed to examine the implementation and effectiveness of QR Code–supported Project-Based Learning in improving students’ critical thinking and social skills.This study employed a mixed-method Classroom Action Research (CAR) design following the Kemmis and McTaggart model over two action cycles. The participants were 28 fifth-grade students at an elementary school in Madiun, Indonesia. Quantitative data were collected using rubric-based assessments and questionnaires, while qualitative data were obtained through classroom observations and documentation. Quantitative data were analyzed descriptively using percentage scores, whereas qualitative findings were analyzed through thematic reflection to explain changes in students’ learning behaviors.The findings revealed substantial improvements in both competencies across the intervention cycles. Critical thinking increased from 43% during the pre-cycle to 86% in Cycle II, while social skills improved from 39% to 93%. Students demonstrated stronger analytical reasoning, collaborative problem-solving, communication, and responsibility during project activities supported by QR Code–based digital resources.QR Code–supported Project-Based Learning effectively fostered active, collaborative, and inquiry-oriented learning by integrating accessible digital technology with constructivist pedagogy. Although limited by a single-classroom setting and short intervention period, the study provides practical guidance for technology-enhanced elementary instruction and contributes to the growing evidence supporting digitally integrated PjBL for developing 21st-century competencies.

Keywords


project based-learning; QR code integration; critical thinking skills; social competence

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References


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DOI: https://doi.org/10.35445/alishlah.v18i2.8938

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