The Effect of Blended Learning to Develop Critical Thinking Skills, the Intrinsic Motivation of Learning and Improve Achievement

2012 ◽  
Vol 17 (1) ◽  
pp. 159-201 ◽  
Author(s):  
Khaled Alotaibi
Keyword(s):  
Critical Thinking ◽  
Intrinsic Motivation ◽  
Blended Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals Effectiveness of Guided Inquiry-Based on Blended Learning in Improving Critical Thinking Skills

2021 ◽  
Vol 14 (1) ◽  
pp. 53-68
Author(s):  
Rita Saekawati ◽  
Harun Nasrudin
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Paired Sample ◽  
Model Based

This research aims to examine the effectiveness guided inquiry learning model based on blended learning on reaction rate material to improve students' critical thinking skills. The design in this research is the One Group Pretest and Posttest Design. The subjects in this research were students of SMAN 1 Kalitidu Bojonegoro in class XI IPA 1. The method used to collect data was the test, observation, and student response questionnaires. Data analysis used the percentage, mean, N-Gain, and Paired sample t-test. The results showed that the guided inquiry learning model based on blended learning was carried out well with an average percentage of the implementation of phase 1 was 98%, phase 2 was 93.76%, phase 3 was 100%, phase 4 was 93.75%, phase 5 was 100%. The average score of the N-gain critical thinking skills is 0.73 with the high category. There is a significant difference in the results of critical thinking skills between before and after being given a guided inquiry learning model based on blended learning. The results showed the guided inquiry learning model based on blended learning effectively improving students' critical thinking skills. Efektivitas Inkuiri Terbimbing Berbasis Blended Learning dalam Meningkatkan Keterampilan Berpikir KritisPenelitian ini bertujuan untuk menguji keefektifan model pembelajaran inkuiri terbimbing berbasis blended learning pada materi laju reaksi dalam meningkatkan keterampilan berpikir kritis peserta didik. Design pada penelitian ini adalah One Group Pretest and Posttest Design. Sasaran dalam penelitian ini yaitu peserta didik XI IPA 1 SMA Negeri 1 Kalitidu Bojonegoro. Metode pengumpulan data yang digunakan berupa tes, observasi dan angket respon. Analisis data menggunakan teknik persentase, mean, n-gain, dan uji Paired Sample T-test. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning terlaksana dengan baik dengan rata-rata persentase keterlaksanaan fase 1 sebesar 98%, fase 2 sebesar 93,76%, fase 3 sebesar 100%, fase 4 sebesar 93,75%, fase 5 sebesar 100%. Nilai rata-rata N-gain kemampuan berpikir kritis adalah sebesar 0,73 dengan kategori tinggi. Terdapat perbedaan hasil keterampilan berpikir kritis yang signifikan antara sebelum dan sesudah diberikan model pembelajaran inkuiri terbimbing berbasis blended learning. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning efektif untuk meningkatkan keterampilan berpikir kritis peserta didik.

scholarly journals The Need for Blended Learning Development to Enhance the Critical Thinking of Thai Vocational Students

2019 ◽  
Vol 10 (1) ◽  
pp. 131-140
Author(s):  
Wichian Deechai ◽  
Thanongsak Sovajassatakul ◽  
Sirirat Petsangsri
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Blended Learning ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Vocational Students ◽  
Modern Learning ◽  
Learning Development ◽  
Skills Learning

Abstract The objective of this research was to evaluate the need for blended learning development to enhance the critical thinking of students. Selected by using multistage random sampling, the 450 samples comprised of 376 vocational students and 69 teachers at vocational level. The research instrument used was a needs evaluation form, which was necessary to improve blended learning to enhance critical thinking. The index of consistency (IOC) was between 0.56-1.00, and the total reliability was 0.94. The research was conducted and data collected from July 2018 to August 2018. 445 completed evaluation forms, 98.88% of the total sent out, were returned to researchers. Frequency, percentage, PNI(Modified), and content analysis were used to analyze the data. The research results showed that the vocational students and teachers agreed on the same point that there should be development of student critical thinking skills. This development should comprise of critical thinking skills, learning achievement, and learning management. The recommendations made for improvement were to increase discipline within educational institutes, and to change and add facilities to support modern learning styles. Testing styles should be modern and correspond to student contexts. Moreover, learning styles should be improved to be up-to-date and to correspond to students’ needs and their real lives.

scholarly journals Project-based learning through edmodo: improving critical thinking and histology concepts

Biosfer ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 58-69
Author(s):  
Fendy Hardian Permana ◽  
Lise Chamisijatin
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Blended Learning ◽  
Management System ◽  
Research Method ◽  
Learning Management System ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Class C

The results of the observation showed that there were still many students in histology subjects who did not yet have critical thinking competencies and maximum histology concept. The purpose of this study was to find out how project-based learning through blended learning can develop critical thinking skills and student histology concept. This type of research is classroom action research. The sample of this study was students of class C histology class 2018/2019 as many as 35 students of Malang Muhammadiyah University. The research method is in the form of observation, interviews, and tests. The learning management system used in this research blended learning uses Edmodo. The results showed that there was a change in the improvement of critical thinking skills and student histology concept from cycle I to cycle II. Critical thinking skills in the cycle I showed that 23% were complete and 77% were non-complete, while the cycle II was 80% complete and 20% non-compete. Critical thinking skills from cycle I to cycle II increased by 57%. Histology concept in the cycle I found 69% complete and 31% non-complete, while the cycle II was 100% complete and 0% non-complete. Histology concept from cycle I to cycle II increased by 31%. Based on this, project-based learning through blended learning can develop critical thinking skills and student histology concept.

scholarly journals The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic

2020 ◽  
Vol 6 (1) ◽  
pp. 113-120
Author(s):  
Yus Rama Denny ◽  
Indri Sari Utami ◽  
Siti Rohanah ◽  
Dewi Muliyati
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Research Method ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Cooperative Model ◽  
Average Value

This study aims to determine the effect of developing blended learning models on students' critical thinking skills on impulse and momentum. The research method used in this study is ADDIE. The population in this study is class X MIA SMAN 4 Serang City. The sample of this study amounted to 31 students from class X MIA 2 as an experimental class using a blended learning model and 30 students from class X MIA 3 as a control class using a cooperative model. The test used in this study was eight essays in the form of representatives of one question indicator. These results indicate an increase in students' critical thinking skills after being given treatment that is by using a blended learning model. A large increase is evidenced by the N-Gain value in the experimental class that is 0.60 in the medium category and 0.23 in the low category in the control class. The average value of pretest and posttest is 5.27 and 9.77 in the control class, while in the experimental class is 5.65 and 16.61. These results show that there is an influence on the development of blended learning models for critical thinking skills on the momentum and impulses.

scholarly journals Edmodo-Based Blended Learning Model as an Alternative of Science Learning to Motivate and Improve Junior High School Students’ Scientific Critical Thinking Skills

2019 ◽  
Vol 14 (07) ◽  
pp. 98 ◽  
Author(s):  
Sri Wahyuni ◽  
I Gusti Made Sanjaya ◽  
Erman Erman ◽  
Budi Jatmiko
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Blended Learning ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Post Test

Abstract—This study aims to analyze students' scientific critical thinking skills through learning with edmodo-based blended learning models. This study is Pre-Experimental using one group pre-test post-test design involving 35 class VIII students at Public Junior High School 10 Jember, Indonesia. The instru-ments used were teacher activity observation sheets, student activity observation sheets, scientific critical thinking skills assessment sheets, and student motivation sheets. Before and after learning activity, students are given the same initial test (pre-test) and final test (post-test). The collected data was analyzed by quantitative descriptive analysis. The results of the study show that: (1) students are motivated in classical learning by 78.13% with motivated criteria. The highest value is on the likes and active indicators using Edmodo, which is equal to 88.47% and the lowest value on the indicator of activity asks questions and opinions at edmodo, which is equal to 70.93%; and (2) there is an increase in scientific critical thinking skills of students with a mean n-gain of .32, with the criteria being moderate. The highest value is achieved on the indicator of fact analysis, which is equal to .55 and the lowest value on the indicators of delivery of argumentation, which is equal to .19. The conclusion of this study is that science learning with an edmodo-based blended learning model can motivate learning and improve scientific critical thinking skills of junior high school students.

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