Roudhotul Jannah, Parno, Agung Mulyo Setiawan, Erni Yulianti, Marlina Ali
Despite being crucial to science education in the twenty-first century, students continue to demonstrate poor critical thinking abilities when studying motion and force. In the meanwhile, these problems are rarely addressed by the PjBL-STEAM model with formative evaluation. Through formative evaluation of motion and force content using the PjBL-STEAM model, this study seeks to enhance critical thinking abilities. Students in the seventh grade in Malang, Indonesia, are the subjects of this quasi-experimental study, which uses a pre-post control group design. Students in the experimental class built water rockets and wind-powered cars. There were ten multiple-choice questions about critical thinking skills in the research tool. The Mann Whitney test was used to assess the study data. The findings demonstrated that the PjBL-STEAM model with formative assessment outperformed the traditional approach in terms of improving critical thinking abilities. The experimental class's average posttest score of 45.8, which was greater than the control class's score of 17.1, supports this finding. This suggests that additional PjBL-STEAM instruction with formative evaluation should be used in real-world settings. © 2026 Author(s).
Department of Science Education, Faculty of Mathematics and Natural Sciences, State University of Malang, Indonesia; Department of Physics Education, Faculty of Mathematics and Natural Sciences, State University of Malang, Indonesia; School Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Malaysia
