Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

Background: The ability to think critically is one of the life skill targets that pharmacists and scientists want to achieve in learning, therefore it is necessary to do project-based learning innovations to guide students to learn actively and independently in developing critical thinking skills. Objectives: This study aims to implement project-based learning to facilitate active and independent learning through project implementation to build students’ critical thinking skills and at the same time to facilitate students to achieve competencies in the analytical chemistry required by pharmaceutical and chemical scientists. Materials and Methods: Research includes the development of project packages and the integration of information technology on the topic of Distillation, standardization of learning resources, and implementation of Analytical Chemistry teaching. Results: An innovative project-based learning resource package was successfully developed for the Distillation topic. Implementation of learning resource packages effectively guides students to carry out their own projects in separating target compound contextually through distillation method. The learning facilities available in the learning package have proven to be able in guiding students to design project assignments suit to target analyte. The learning potential of students has been optimized. Students’ knowledge and skills in separating target analytes by distillation have been fully mastered as desired in the competency-based curriculum. The results of the assessment showed that the students’ critical thinking skills were very good (M = 84.51±7.41). Student learning outcomes based on the portfolio value of the project proposal (M = 88.46±6.74) and project reports (M = 92.85±1.98), and from the objective score of the formative exam (M = 85.59±3.09) are all classified very good, namely the competence in the analytical field is achieved. Conclusion: Project-based learning innovations are very effective in improving critical thinking skills as well as increasing student competence in the field of analytical chemistry. Recommendation: Project-based learning is suitable for implementation in teaching other subjects to achieve the competencies required by scientists. This learning model is effective in building student competence in a normal learning atmosphere, or when social restrictions are imposed during the COVID-19 pandemic.