GRASPS Framework Effects on Environmental Concern and Critical Thinking in Tech-Enhanced Project-Based Learning
Keywords:
Project-Based Learning; GRASPS; Environmental Education; Critical Thinking; Educational TechnologyAbstract
This study investigated the influence of the Goal, Role, Audience, Situation, Product, and Standards (GRASPS) pedagogical framework within a technology-enhanced Project-Based Learning (PjBL) environment on the development of environmental concern and critical thinking skills among junior secondary school students. Employing a convergent parallel mixed-methods design, this research involved 120 Grade 7 students in Madiun City, Indonesia, over a full academic semester. Quantitative data were collected through pre- and post-test assessments using the Environmental Concern Scale (ECS) and the Critical Thinking Skills Test (CTST), while qualitative data were gathered via semi-structured interviews, focus group discussions, and document analysis. The quantitative results reveal a statistically significant increase recalculated using Cohen’s d?=?Mdiff?/?SDdiff (dz?=?1.34 for ECS, 95%?CI?[1.18,?1.50]; dz?=?1.21 for CTST, 95%?CI?[1.05,?1.37]). Benchmarking against meta?analyses (pooled d?=?0.62) shows these values are large but plausible for a semester?long, structurally enhanced intervention; pre?test floor effects may partially explain the magnitude. A strong positive correlation was found between the post-intervention scores for environmental concern and critical thinking (r = .68, p < .001). Qualitative findings corroborate these results, indicating that students who participated in the GRASPS?based PjBL program showed statistically significant gains; the structured authenticity of the GRASPS model was associated with the development of environmental concern and critical thinking skills. The findings offer significant implications for curriculum design and teacher professional development, particularly for interdisciplinary subjects such as Natural and Social Sciences (IPAS) in the context of modern educational reforms.
https://doi.org/10.26803/ijlter.25.6.2
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