Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran fisika yang layak untuk melatihkan keterampilan berpikir kritis peserta didik SMA. Penelitian dilaksanakan pada Semester Genap Tahun Ajaran 2018/2019 di SMA Unggulan Amanatul Ummah Surabaya. Desain pengembangan yang digunakan mengacu pada model 4-D dan ujicoba menggunakan one group pretest postest design. Metode pengumpulan data yang digunakan meliputi observasi, tes, wawancara, dan angket. Teknik analisis data yang digunakan meliputi analisis validitas, analisis kepraktisan, dan analisis keefektifan. Hasil penelitian menunjukkan: a) perangkat pembelajaran yang dikembangkan (silabus, RPP, buku ajar, LKPD, dan instrumen tes keterampilan berpikir kritis) berkategori valid, b) keterlaksanaan pembelajaran model project based learning termasuk dalam kriteria sangat baik, c) aktivitas peserta didik saat melakukan pembelajaran project based learning berkriteria sangat baik, d) peningkatan keterampilan berpikir kritis peserta didik berkategori tinggi, e) respons peserta didik terhadap pembelajaran menggunakan perangkat pembelajaran model project based learning berkategori sangat kuat untuk semua aspek yaitu menarik, kebaruan, kemudahan, kejelasan, dan minat. Berdasarkan hasil penelitian tersebut, disimpulkan bahwa perangkat pembelajaran fisika model project based learning yang dikembangkan telah memenuhi kriteria valid, praktis, dan efektif sehingga layak digunakan untuk melatihkan keterampilan berpikir kritis peserta didik.

This research is aimed to produce physics learning instruments with appropriate project based learning models and be able to train critical thinking skills in senior high school students. The research was conducted in the second semester of 2018/2019 academic year in the Senior High School of Amanatul Ummah Surabaya. The development design used refers to the 4-D model and the trial uses one group pretest postest design. Data collection methods used include observation, tests, interviews, and questionnaires. Data analysis techniques used include analysis of validity, analysis of practicality, and analysis of effectiveness. The results showed that: a) the learning instruments developed (syllabus, lesson plans, teaching materials, student worksheet, and critical thinking skills test instrumentss) were valid categories, b) the implementation of learning based on project based learning models was included in very good criteria, c) the activities of students when do project based learning with very good criteria, d) increase students 'critical thinking skills in a high category, e) learners' responses to learning using learning tools based on project based learning models are categorized very strong for all aspects of attracting, novelty, convenience, clarity, and interest. Based on these results, it was concluded that the physics learning model of the project based learning model that was developed had met the valid, practical, and effective criteria so that it was appropriate to be used to train students' critical thinking skills.