Integrating Island Local Wisdom into Project-Based Learning: A Strategy to Enhance Critical Thinking Skills in Coastal Primary Education

This research was driven by the identified deficit in critical thinking skills among elementary students at UPTD SDN 010131 Pulau Rakyat Tua, largely attributed to traditional teacher-centered instruction and a lack of contextualized, project-based learning. The objective of this study was to evaluate the impact of a Project-Based Learning (PjBL) model integrated with local wisdom on the critical thinking proficiency of fifth-grade students. Utilizing a pre experimental one-group pretest-posttest design, the study involved 30 students as the experimental sample. Data were collected through validated critical thinking tests and structured observation sheets. The results indicated a significant enhancement in student performance, with the class average rising from 59.20 to 81.73, achieving an N-Gain value of 0.55 (classified as medium-high category). Statistical analysis via paired t-test yielded a significance value of 0.000 (p < 0.05), confirming that the implementation of culturally responsive PjBL substantially improved analytical and problem-solving capabilities. Furthermore, observations revealed a marked increase in student engagement, collaboration, and active participation throughout the project phases. This study concludes that integrating local heritage into the PjBL framework is a highly effective pedagogical strategy for fostering 21st-century competencies in island-based educational contexts.