doi: 10.18178/ijiet.2026.16.4.2567
Integrating Project-Based Learning, e-Modules, and Gamification: An Approach to Develop Critical Thinking in Pre-Service Physics Teachers
G. Gunawan1,*
,
K. Kosim1 ,
Nina Nisrina1 ,
Ahmad Busyairi1 ,
Ahmad Harjono1 ,
Lovy Herayanti2
- 1Department of Physics Education, Faculty of Teacher Training and Education, University of Mataram, Mataram, Indonesia
- 2Department of Physics Education, Faculty of Science and Applied Technology, Mandalika University of Education, Mataram, Indonesia
- Manuscript receivedAugust 13, 2025
- revisedSeptember 1, 2025
- acceptedOctober 23, 2025
- publishedApril 13, 2026
Abstract
Developing critical thinking skills is a cornerstone of modern education, particularly for pre-service teachers who will foster these competencies in future generations. This study addresses the common failure of traditional pedagogical methods by evaluating an integrated learning model that combines Project-Based Learning (PjBL), interactive e-modules, and gamification to enhance the critical thinking skills of pre-service physics teachers. A mixed-methods sequential explanatory design was employed with 45 participants. The results demonstrate that the model significantly improved critical thinking skills (p < 0.001), with the highest gain observed in interpretation (N-gain = 0.71) and explanation (N-gain = 0.69), with the lowest gain in evaluation (N-gain = 0.48). A key finding emerged from project assessments: gamified projects stimulated the highest in-process student engagement (M = 4.33), whereas more structured projects, such as website development, yielded superior quality final products (M = 4.49). In conclusion, integrating PjBL, e-modules, and gamification is a practical approach for enhancing critical thinking skills, particularly in fostering interpretation and explanation. The findings highlight a crucial trade-off between process engagement and final product quality, suggesting that educators should implement a strategic, hybrid PjBL model for optimal outcomes. This model would leverage the motivational benefits of gamification in early-stage activities and employ structured projects for final capstone tasks, thus balancing engagement with academic rigor.
Keywords
- project-based learning
- e-modules
- gamification
- critical thinking skills
- pre-service physics teachers
How to Cite
G. Gunawan, K. Kosim, Nina Nisrina, Ahmad Busyairi, Ahmad Harjono, and Lovy Herayanti, "Integrating Project-Based Learning, e-Modules, and Gamification: An Approach to Develop Critical Thinking in Pre-Service Physics Teachers," International Journal of Information and Education Technology, vol. 16, no. 4, pp. 959-968, 2026. https://doi.org/10.18178/ijiet.2026.16.4.2567
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).