Project Based Learning in Improving Critical Thinking Skill of Children with Special Needs

Abstract

Active, creative, and innovative learning can produce students who can interact and compete globally including students with special needs. Students with special needs must be able to solve learning problems with critical thinking skills. However, teachers have not used alternative learning to improve critical thinking skills. One alternative learning that teachers can use is project-based learning. In this study, the method used is a systematic literature review on a national scale. The results of the survey stated that projectbased learning could improve the critical thinking skills of students with special needs. This learning involved students actively and adjusted to the characteristics of students. Factors supporting project-based learning for students with special needs are teachers explaining material in real terms, reliable infrastructure and regular learning patterns. While the inhibiting factor is that students are not familiar with the learning so that it requires time, guidance and modification in