Integration of Critical Thinking Skills in Science Learning Using Blended Learning System
DOI:
https://doi.org/10.23887/ijee.v5i3.35788Keywords:
Critical Thinking Skill, Blended Learning System, IPAAbstract
The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.
References
Adawiyah, H., Gading, I. K., & Bayu, G. W. (2020). Model Pembelajaran Cooperatif Integrated Reading Composition (CIRC) Meningkatkan Kemampuan Membaca Pemahaman Siswa. Jurnal Pedagogi dan Pembelajaran, 3(2), 233. https://doi.org/10.23887/jp2.v3i2.26465.
Alghafri, A. S. R., & Ismail, H. N. Bin. (2014). The Effects of Integrating Creative and Critical Thinking on Schools Students’ Thinking. International Journal of Social Science and Humanity, 4(6), 518–525. https://doi.org/10.7763/ijssh.2014.v4.410.
Alrahlah, A. (2016). How Effective the Problem-Based Learning (PBL) in Dental Education. A Critical Review. Saudi Dental Journal, 28(4), 155–161. https://doi.org/10.1016/j.sdentj.2016.08.003.
Anazifa, R. D., & Djukri. (2017). Project-Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100.
Andiarna, F., & Kusumawati, E. (2020). Pengaruh Pembelajaran Daring terhadap Stres Akademik Mahasiswa Selama Pandemi Covid-19. Jurnal Psikologi, 16(2), 139. https://doi.org/10.24014/jp.v16i2.10395.
Ariandari, W. P. (2015). Mengintegrasikan Higher Order Thinking dalam Pembelajaran Creative Problem Solving. Seminar Nasional Matematika dan Pendidikan Matematika Uny 2015, 489–496.
Bellaera, L., Weinstein-Jones, Y., Ilie, S., & Baker, S. T. (2021). Critical Thinking in Practice: The Priorities and Practices of Instructors Teaching in Higher Education. Thinking Skills and Creativity, 41(May), 100856. https://doi.org/10.1016/j.tsc.2021.100856.
Bi, X., & Shi, X. (2019). On the Effects of Computer-Assisted Teaching on Learning Results Based on Blended Learning Method. International Journal of Emerging Technologies in Learning, 14(1), 58–70. https://doi.org/10.3991/ijet.v14i01.9458.
Boa, E. A., Wattanatorn, A., & Tagong, K. (2018). The Development and Validation of the Blended Socratic Method of Teaching (BSMT): An Instructional Model to Enhance Critical Thinking Skills of Undergraduate Business Students. Kasetsart Journal of Social Sciences, 39(1), 81–89. https://doi.org/10.1016/j.kjss.2018.01.001.
Budiarti, S., Nuswowati, M., & Cahyono, E. (2016). Guided Inquiry Berbantuan E-Modul untuk Meningkatkan Keterampilan Berpikir Kritis. Journal of Innovative Science Education, 1(1), 1–9.
Çetin, A. (2016). An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher. European Journal of Physics Education, 7(2), 1–20. https://doi.org/10.20308/ejpe.35860.
Chang, T., Hsu, M., & Kwon, J. (n.d.). Science Direct Effect of Online Learning for Dental Education in Asia during the Pandemic. Journal of Dental Sciences, xxxx. https://doi.org/10.1016/j.jds.2021.06.006.
Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting Critical Thinking in an Online, Project-Based Course. Computers in Human Behavior, 119(February). https://doi.org/10.1016/j.chb.2021.106705.
Ćosić K, Popović S, Šarlija M, & Kesedžić I. (2020). Impact of Human Disasters and Covid-19 Pandemic on Mental Health: Potential of digital psychiatry. Psychiatria Danubina [revista en Internet] 2020 [acceso 09 de noviembre de 2020]; 32(1): 25-31. Psychiatria Danubina, 32(1), 25–31.
Covid-, P., Hikmah, A. N., & Chudzaifah, I. (2020). Blanded Learning : Solusi Model Pembelajaran Pasca. 6(2), 83–94.
DeWaelsche, S. A. (2015). Critical Thinking, Questioning and Student Engagement in Korean University English Courses. Linguistics and Education, 32, 131–147. https://doi.org/10.1016/j.linged.2015.10.003.
Dewi, L. (2017). Rancangan Program Pembelajaran Daring di Perguruan Tinggi: Studi Kasus pada Mata Kuliah Kurikulum Pembelajaran di Universitas Pendidikan Indonesia. Edutech, 16(2), 205. https://doi.org/10.17509/e.v16i2.7616.
Diputra, S. (2018). Analisis Kemampuan Guru Melaksanakan Pembelajaran Tematik Terintegrasi Pendidikan Karakter. International Journal of Elementary Education, 2(2), 138. https://doi.org/10.23887/ijee.v2i2.14416.
Essel, H. B., Nimo Nunoo, F. K., & Ahiaklo-Kuz, N. A. Y. (2017). Development of an Integrated Art and Visual Programming Framework for Ghanaian Basic Schools Based on a 21st Century Skill Deficiency Diagnostic on Two Basic School Subjects. Journal of Education and Human Development, 6(4), 89–98. https://doi.org/10.15640/jehd.v6n4a10.
Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi Belajar Mahasiswa pada Pembelajaran Daring Selama Pandemi Covid-19. Profesi Pendidikan Dasar, 7(1), 121–132. https://doi.org/10.23917/ppd.v7i1.10973.
Gede Astawan, I., Tirtayani, L. A., Surya Mahayanti, N. W., Krishna Adnyani, K. E., Arthana, K. R., & Dike, D. (2020). Trikaya Parisudha Learning Model and Its Effect on Critical Thinking Skill. European Journal of Molecular and Clinical Medicine, 7(6), 579–592.
Harris, D. N., & Larsen, M. F. (2018). The Effects of the New Orleans Post-Katrina Market-Based School Reforms on Student Achievement, High School Graduation, and College Outcomes. Education Research Alliance, 1(1), 1–71.
Hart, C., Da Costa, C., D’Souza, D., Kimpton, A., & Ljbusic, J. (2021). Exploring Higher Education Students’ Critical Thinking Skills through Content Analysis. Thinking Skills and Creativity, 41(May), 100877. https://doi.org/10.1016/j.tsc.2021.100877.
Hasanah, H., Makassar, U. N., Street, A. P. P., Makassar, U. N., Street, A. P. P., Planning, H. E., & Board, C. (2020). Cypriot Journal of Educational. 15(5), 1295–1306.
He, W., & Zhao, L. (2020). Exploring Undergraduates’ Learning Engagement Via BYOD in the Blended Learning Classroom (EULEBYODBLC). International Journal of Information and Education Technology, 10(2), 159–164. https://doi.org/10.18178/ijiet.2020.10.2.1356.
Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran pada Masa Pandemi Covid-19. JTP - Jurnal Teknologi Pendidikan, 22(1), 65–70. https://doi.org/10.21009/jtp.v22i1.15286.
Huang, M. Y., Tu, H. Y., Wang, W. Y., Chen, J. F., Yu, Y. T., & Chou, C. C. (2017). Effects of Cooperative Learning and Concept Mapping Intervention on Critical Thinking and Basketball Skills in Elementary School. Thinking Skills and Creativity, 23(101), 207–216. https://doi.org/10.1016/j.tsc.2017.01.002.
Indraningtias, D. A., & Wijaya, A. (2017). Pengembangan Perangkat Pembelajaran Berbasis Pendekatan Matematika Realistik Materi Bangun Ruang Sisi Datar Beorientasi pada Kemampuan Berpikir Kritis Siwa Kelas VIII SMP. Jurnal Pendidikan Matematika, 6(5), 24–36.
Indraswati, D., Marhayani, D. A., Sutisna, D., Widodo, A., & Maulyda, M. A. (2020). Critical Thinking dan Problem Solving dalam Pembelajaran IPS untuk Menjawab Tantangan Abad 21. Sosial Horizon: Jurnal Pendidikan Sosial, 7(1), 12. https://doi.org/10.31571/sosial.v7i1.1540.
Indriyanti, N. Y., & Yamtinah, S. (2020). An Inquiry into Students’ Metacognition and Learning Achievement in a Blended Learning Design. International Journal of Emerging Technologies in Learning, 15(21), 77–88. https://doi.org/10.3991/ijet.v15i21.12907.
Irawan, Y., Susanti, N., & Triyanto, W. A. (2015). Analisa dan Perancangan Sistem Pembelajaran Online (E-Learning) pada SMK Mambaul Falah Kudus. Simetris : Jurnal Teknik Mesin, Elektro dan Ilmu Komputer, 6(2), 345. https://doi.org/10.24176/simet.v6i2.471.
Kacetl, J., & Semradova, I. (2020). Reflection on Blended Learning and E-Learning - Case Study. Procedia Computer Science, 176, 1322–1327. https://doi.org/10.1016/j.procs.2020.09.141.
Kaeppel, K. (2021). The Influence of Collaborative Argument Mapping on College Students’ Critical Thinking about Contentious Arguments. Thinking Skills and Creativity, 40(February), 100809. https://doi.org/10.1016/j.tsc.2021.100809.
Kar, S. K., Yasir Arafat, S. M., Kabir, R., Sharma, P., & Saxena, S. K. (2020). Coping with Mental Health Challenges during Covid-19. 2019, 199–213. https://doi.org/10.1007/978-981-15-4814-7_16.
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918.
Laksana, D. N. L., Dasna, I. W., & Degeng, I. N. S. (2019). The Effects of Inquiry-Based Learning and Learning Styles on Primary School Students’ Conceptual Understanding in Multimedia Learning Environment. Journal of Baltic Science Education, 18(1), 51–62. https://doi.org/10.33225/jbse/19.18.51.
Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An Effective Blended Online Teaching and Learning Strategy during the Covid-19 Pandemic. Education for Chemical Engineers, 35(May 2020), 116–131. https://doi.org/10.1016/j.ece.2021.01.012.
Lazem, S. (2019). On Designing Blended Learning Environments for Resource-Challenged Communities. International Journal of Emerging Technologies in Learning, 14(12), 183–192. https://doi.org/10.3991/ijet.v14i12.10320.
Lee, J. (2020). Mental Health Effects of School Closures during Covid-19. The Lancet Child and Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7.
Lim, C. L., Jalil, H. A., Marof, A. M., & Saad, W. Z. (2020). Peer Learning, Self-Regulated Learning and Academic Achievement in Blended Learning Courses: A Structural Equation Modeling Approach. International Journal of Emerging Technologies in Learning, 15(3), 110–125. https://doi.org/10.3991/ijet.v15i03.12031.
Luo, Y., Geng, C., Pei, X., Chen, X., & Zou, Z. (2021). The Evaluation of the Distance Learning Combining Webinars and Virtual Simulations for Senior Nursing Students during the COVID-19 Period. Clinical Simulation in Nursing, 57, 31–40. https://doi.org/10.1016/j.ecns.2021.04.022.
Marnita, Taufiq, M., Iskandar, & Rahmi. (2020). The Effect of Blended Learning Problem-Based Instruction Model on Students’ Critical Thinking Ability in Thermodynamic course. Jurnal Pendidikan IPA Indonesia, 9(3), 430–438. https://doi.org/10.15294/jpii.v9i3.23144.
McKenzie, S., Hains-Wesson, R., Bangay, S., & Bowtell, G. (2020). A team-Teaching Approach for Blended Learning: An Experiment. Studies in Higher Education, 0(0), 1–15. https://doi.org/10.1080/03075079.2020.1817887.
Nugraha, A. J., Suyitno, H., & Susilaningsih, E. (2017). Analisis Kemampuan Berpikir Kritis Ditinjau dari Keterampilan Proses Sains dan Motivasi Belajar melalui Model PBL. Journal of Primary Education, 6(1), 35–43. https://doi.org/https://doi.org/10.15294/jpe.v6i1.14511.
Phungsuk, R., Viriyavejakul, C., & Ratanaolarn, T. (2017). Development of a Problem-Based Learning Model Via a Virtual Learning Environment. Kasetsart Journal of Social Sciences, 38(3), 297–306. https://doi.org/10.1016/j.kjss.2017.01.001.
Polizzi, C., Lynn, S. J., & Perry, A. (2020). Stress and Coping in the Time of Covid-19: Pathways to Resilience and Recovery Craig Polizzi, Steven Jay Lynn, Andrew Perry. Clinical Neuropsychiatry, 59–62.
Purmadi, A., & Hadi, M. S. (2018). Pengembangan Kelas Daring dengan Penerapan Hybrid Learning Menggunakan Chamilo pada Matakuliah Pendidikan Kewarganegaraan. Edcomtech Jurnal Kajian Teknologi …, 135–140.
Pursitasari, I. D., Suhardi, E., Putra, A. P., & Rachman, I. (2020). Enhancement of Student’s Critical Thinking Skill through Science Context-Based Inquiry Learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97–105. https://doi.org/10.15294/jpii.v9i1.21884.
Rahmat, M. R., Arip, A. G., & Nur, S. H. (2020). Implementation of Problem-Based Learning Model Assisted by E-Modules on Students’ Critical Thinking Ability. JPI (Jurnal Pendidikan Indonesia), 9(3), 339. https://doi.org/10.23887/jpi-undiksha.v9i3.22410.
Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1–13.
Riastini, P. N., & Mustika, I. K. A. (2017). Pengaruh Model Polya terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas V SD. International Journal of Elementary Education, 1(3), 189. https://doi.org/10.23887/ijee.v1i3.11887.
Ripoll, V., Godino-Ojer, M., & Calzada, J. (2021). Teaching Chemical Engineering to Biotechnology Students in the Time of Covid-19: Assessment of the Adaptation to Digitalization. Education for Chemical Engineers, 34, 21–32. https://doi.org/10.1016/j.ece.2020.11.001.
Saptuti Susiani, T., Salimi, M., & Hidayah, R. (2018). Research Based Learning (RBL): How to Improve Critical Thinking Skills? SHS Web of Conferences, 42, 00042. https://doi.org/10.1051/shsconf/20184200042.
Seage, S. J., & Türegün, M. (2020). The Effects of Blended Learning on STEM Achievement of Elementary School Students. International Journal of Research in Education and Science, 6(1), 133–140. https://doi.org/10.46328/ijres.v6i1.728.
Seibert, S. A. (2021). Problem-Based Learning: A Strategy to Foster Generation Z’s Critical Thinking And Perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002.
Shaheen, N. (2016). International Students’ Critical Thinking–Related Problem Areas: UK University Teachers’ Perspectives. Journal of Research in International Education, 15(1), 18–31. https://doi.org/10.1177/1475240916635895.
Shivam, R., & Singh, S. (2015). Implementation of Blended Learning in Classroom: A Review Paper. International Journal of Scientific and Research Publications, 5(11), 369.
Sukardi, S., & Rozi, F. (2019). Pengaruh Model Pembelajaran Online Dilengkapi dengan Tutorial terhadap Hasil Belajar. JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika), 4(2), 97. https://doi.org/10.29100/jipi.v4i2.1066.
Susanti, B. H. (2019). Penggunaan Media Online dalam Proyek Pembuatan Bahan Ajar Berbasis Web pada Mata Kuliah Zoologi Vertebrata. Edusains, 11(1), 21–28. https://doi.org/10.15408/es.v11i1.7728.
Sutisna, D., Widodo, A., Nursaptini, N., Umar, U., Sobri, M., & Indraswati, D. (2020). An Analysis of the Use of Smartphone in Students’ Interaction at Senior High School. 465(Access 2019), 221–224. https://doi.org/10.2991/assehr.k.200827.055.
Tayag, J. R. (2020). Pedagogical Support for Blended Learning Classrooms: Interfacing Teacher and Student Perspectives. Universal Journal of Educational Research, 8(6), 2536–2541. https://doi.org/10.13189/ujer.2020.080637.
Turgut, U., Colak, A., & Salar, R. (2016). The Effect of 7E Model on Conceptual Success of Students in The Unit of Electromagnetism. European Journal of Physics Education, 7(3), 1–37. https://doi.org/10.20308/ejpe.64317.
Wahyuni, S., Gusti Made Sanjaya, I., Erman, & Jatmiko, B. (2019). Edmodo-Based Blended Learning Model as an Alternative of Science Learning to Motivate and Improve Junior High School Students’ Scientific Critical Thinking Skills. International Journal of Emerging Technologies in Learning, 14(7), 98–110. https://doi.org/10.3991/ijet.v14i07.9980.
Wahyuningtyas, D. T., & Shinta, R. N. (2017). Penggunaan Modul Pembelajaran Penjumlahan dan Pengurangan Bilangan Bulat dengan Pendekatan CTL (Contextual Teaching And Learning) untuk Meningkatkan Pemahaman Konsep Siswa Kelas IV Sekolah Dasar. Jurnal Pendidikan (Teori Dan Praktik), 2(1), 12. https://doi.org/10.26740/jp.v2n1.p12-20.
Wannapiroon, P. (2014). Development of Research-based Blended Learning Model to Enhance Graduate Students’ Research Competency and Critical Thinking Skills. Procedia - Social and Behavioral Sciences, 136, 486–490. https://doi.org/10.1016/j.sbspro.2014.05.361.
Widiara, I. K. (2018). Blended Learning sebagai Alternatif Pembelajaran di Era Digital. Purwadita, 2(2), 50–56.
Yalçin, S. A., Turgut, Ü., & Büyükkasap, E. (2009). The Effect of Project Based Learning on Science Undergraduates’ Learning of Electricity, Attitude towards Physics and Scientific Process Skills. International Online Journal of Educational Sciences, 1(1), 81–105.
Yu, T. X., & Mohammad, W. R. W. M. (2019). Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students. International Journal of Contemporary Education, 2(2), 100. https://doi.org/10.11114/ijce.v2i2.4498.
Yu, Z., Hu, R., Ling, S., Zhuang, J., Chen, Y., Chen, M., & Lin, Y. (2021). Effects of Blended Versus Offline Case-Centred Learning on the Academic Performance and Critical Thinking Ability of Undergraduate Nursing Students: A Cluster Randomised Controlled Trial. Nurse Education in Practice, 53(May), 103080. https://doi.org/10.1016/j.nepr.2021.103080.
Zou’bi, R. Al. (2021). The Impact of Media and Information Literacy on Acquiring the Critical Thinking Skill by the Educational Faculty’s Students. Thinking Skills and Creativity, 39(November 2020), 100782. https://doi.org/10.1016/j.tsc.2020.100782.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 International Journal of Elementary Education
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the International Journal of Elementary Education agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
