The Effectiveness of Blended Learning Model to Promote Physics Students’ Critical Thinking Skill
DOI:
https://doi.org/10.23887/jpi-undiksha.v10i3.29619Keywords:
Blended learning, validity, practicality, effectiveness, critical thinkingAbstract
Critical thinking skills that are claimed to be in the medium and low categories require special attention. Efforts that can be made to overcome these problems are to use an explicit learning model to develop students' critical thinking skills by considering the integration of technology in the learning process. This study aimed to describe the validity, practicality, and effectiveness of blended learning model in promoting critical thinking skill. This study garnered the data regarding the validity from three validators. The practicality of the learning model was based on the applicability of the learning model, students’ responses and challenges faced throughout the teaching and learning process; while the effectiveness of the learning model was based on the increase of the critical thinking skill. The empirical evidence showed that the average score given by the three validators was 3.7 with the percentage of 90% reliability, which falls into a very valid category. The blended learning model enabled the students to develop their critical thinking skill with the average achievement 0.83 for each indicator of critical thinking. This study concluded that the blended learning model was valid, practical, and effective to promote students’ critical thinking skill. The results of this study can be used as an alternative solution to improving students' critical thinking skills that are relevant to technological developments.
References
Ally, M. (2004). Using learning theories to design instruction for mobile learning devices. Engineering Education.
Anas Pratama, H. F., & Arief, S. (2019). Pengaruh Pemanfaatan E-Learning, Lingkungan Teman Sebaya, Dan Motivasi Belajar Terhadap Prestasi Belajar. J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial). https://doi.org/10.18860/jpips.v6i1.7811.
Anggraeni, D. M., & Sole, F. B. (2018). E-Learning Moodle, Media Pembelajaran Fisika Abad 21. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika. https://doi.org/10.36312/e-saintika.v1i2.101.
Arends, R. I. (2012). Learning to Teach (9th Editio). McGraw-Hill.
Asy’ari, M., Hidayat, S., & Muhali, M. (2019). Validitas dan efektivitas prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving untuk meningkatkan pengetahuan metakognisi. Jurnal Inovasi Pendidikan IPA. https://doi.org/10.21831/jipi.v5i2.27089.
Asy’ari, M., Ikhsan, M., & Muhali. (2019). The effectiveness of inquiry learning model in improving prospective teachers’ metacognition knowledge and metacognition awareness. International Journal of Instruction, 12(2), 455–470. https://doi.org/10.29333/iji.2019.12229a.
Bahtiar, Rahayu, Y. S., & Wasis. (2018). Developing Learning Model P3E to Improve Students’ Critical Thinking Skills of Islamic Senior High School. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/947/1/012067.
Baker, R. G. (1997). Colin Marsh (1996) Handbook for Beginning Teachers. Addison Wesley Longman: Australia. 406 pp. Australian Journal of Teacher Education. https://doi.org/10.14221/ajte.1997v22n2.8.
Banyen, W., Viriyavejakul, C., & Ratanaolarn, T. (2016). A blended learning model for learning achievement enhancement of thai undergraduate students. International Journal of Emerging Technologies in Learning. https://doi.org/10.3991/ijet.v11i04.5325.
Baser, J. A., Saion, R., Manap, S. S. A., Hasan, A., & Abdul Razzaq, A. R. (2016). Barriers of Inculcating Critical Thinking Skills in Teaching and Learning Process. Advanced Science Letters, 22(12), 4004–4006. https://doi.org/10.1166/asl.2016.8151.
Bensley, D. A., & Murtagh, M. P. (2012). Guidelines for a Scientific Approach to Critical Thinking Assessment. Teaching of Psychology, 39(1), 5–16. https://doi.org/10.1177/0098628311430642.
Berge, Z. (2013). e-Moderating: The key to teaching and learning online. Distance Education, 34(3), 391–395. https://doi.org/10.1080/01587919.2013.835769.
Birch, D., & Volkov, M. (2007). Assessment of online reflections: Engaging English second language (ESL) students. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.1254.
Borich, G. D. (2016). Observation Skills for Effective Teaching. In Observation Skills for Effective Teaching. https://doi.org/10.4324/9781315633206.
Brown, H. D. (2006). Principles of language learning and Teaching (5th Edition). In Pearson Education ESL.
Chaeruman, U. A. (2018). Mendorong Penerapan E-Learning Di Sekolah. Jurnal Teknodik. https://doi.org/10.32550/teknodik.v12i1.417.
Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Palgrave Macmillan.
Deperlioglu, O., & Kose, U. (2013). The effectiveness and experiences of blended learning approaches to computer programming education. Computer Applications in Engineering Education, 21(2), 328–342. https://doi.org/10.1002/cae.20476.
Dewi, C. A. (2013). Pengaruh Blended Learning Dalam Pembelajaran Berbasis Masalah (Pbl) Terhadap Hasil Belajar Mahasiswa Ikip Mataram Pada Materi Pencemaran Lingkungan. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram. https://doi.org/10.33394/j-ps.v1i1.514.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 3. https://doi.org/10.1186/s41239-017-0087-5.
Effendi, H., & Hendriyani, Y. (2020). The Conceptual and Hypothetical Model of Interactive Blended Problem Based Learning. JPI (Jurnal Pendidikan Indonesia). https://doi.org/10.23887/jpi-undiksha.v8i2.24162.
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice. https://doi.org/10.1080/00405849309543594.
Fenton, C., & Watkins, B. W. (2014). Meeting of the minds: Online matching program for teaching and learning styles? Community College Journal of Research and Practice. https://doi.org/10.1080/10668926.2012.748380.
Fisher, A. (2011). Critical Thinking An Introduction Second edition. In Cambridge University Press.
Fitriani, H., Asy’ari, M., Zubaidah, S., & Mahanal, S. (2019). Exploring the prospective teachers’ critical thinking and critical analysis skills. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v8i3.19434.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. McGraw-Hill Companies, Inc.
Garrison, D. R., & Vaughan, N. D. (2012). Blended Learning in Higher Education: Framework, Principles, and Guidelines. In Blended Learning in Higher Education: Framework, Principles, and Guidelines. https://doi.org/10.1002/9781118269558.
Gelder, T. van. (2005). Teaching Critical Thinking: Some Lessons From Cognitive Science. College Teaching. https://doi.org/10.3200/CTCH.53.1.41-48.
Graham, C. R. (2015). Emerging Practice and Research in Blended Learning. In Handbook of Distance Education. https://doi.org/10.4324/9780203803738.ch21.
Guo, L., & Wang, J. (2021). Relationships between teacher autonomy, collaboration, and critical thinking focused instruction: A cross-national study. International Journal of Educational Research, 106, 101730. https://doi.org/10.1016/j.ijer.2020.101730.
Hake, R. R. (1999). Analyzing change/gain scores. Unpublished.[Online] URL: Http://Www. Physics. Indiana. Edu/~ Sdi/AnalyzingChange-Gain. Pdf, 16(7), 1073–1080.
Harding, A., Kaczynski, D., & Wood, L. (2012). Evaluation of blended learning: Analysis of qualitative data. Proceedings of The Australian Conference on Science and Mathematics Education (Formerly UniServe Science Conference).
Hermawnato, Kusairi, S., & Wartono. (2013). Pengaruh Blended Learning Terhadap Penguasaan Konsep Dan Penalaran Fisika Peserta Didik Kelas X. Jurnal Pendidikan Fisika Indonesia. https://doi.org/10.15294/jpfi.v9i1.2582.
Honebein, P. C., & Honebein, C. H. (2015). Effectiveness, efficiency, and appeal: Pick any two? The influence of learning domains and learning outcomes on designer judgments of useful instructional methods. Educational Technology Research and Development, 63(6), 937–955. https://doi.org/10.1007/s11423-015-9396-3.
Jones, R. H., Garralda, A., Li, D. C. S., & Lock, G. (2006). Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers. Journal of Second Language Writing. https://doi.org/10.1016/j.jslw.2005.12.001.
Kasalei, A., Amini, M., Nabeiei, P., Bazrafkan, L., & Mousavinezhad, H. (2020). Barriers of critical thinking in medical students’ curriculum from the viewpoint of medical education experts: A qualitative study. Journal of Advances in Medical Education & Professionalism, 8(2). https://doi.org/10.30476/jamp.2020.83053.1080.
Kaunang, S. T. G., & Usagawa, T. (2017). A New Approach for Delivering e-Learning Complex Courses in Indonesia. International Journal of E-Education, e-Business, e-Management and e-Learning. https://doi.org/10.17706/ijeeee.2017.7.2.132-145.
Khlaisang, J., & Likhitdamrongkiat, M. (2015). E-learning System in Blended Learning Environment to Enhance Cognitive Skills for Learners in Higher Education. Procedia - Social and Behavioral Sciences, 174, 759–767. https://doi.org/10.1016/j.sbspro.2015.01.612.
Kimbell, R., & Stables, K. (2007). Researching Design Learning: Issues and Findings from Two Decades of Research and Development. Springer Netherlands. https://doi.org/10.1007/978-1-4020-5115-9.
Kintu, M. J., & Zhu, C. (2016). Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University. Electronic Journal of E-Learning, 14(3), 181‑195.
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 7. https://doi.org/10.1186/s41239-017-0043-4.
Larsson, K. (2017). Understanding and teaching critical thinking—A new approach. International Journal of Educational Research, 84, 32–42. https://doi.org/10.1016/j.ijer.2017.05.004.
Lynch, M. (2020). {E-Learning} During A Global Pandemic. Asian Journal of Distance Education.
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. https://doi.org/10.15294/jpii.v9i3.23144.
Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506–522. https://doi.org/10.1080/03075079.2011.586995.
Muhali, Yuanita, L., & Ibrahim, M. (2019). The validity and effectiveness of the reflective-metacognitive learning model in improving students’ metacognitive ability in Indonesia. Malaysian Journal of Learning and Instruction.
Murgado-Armenteros, E. M., Torres-Ruiz, F. J., & Vega-Zamora, M. (2012). Differences between Online and Face to Face Focus Groups, Viewed through Two Approaches. Journal of Theoretical and Applied Electronic Commerce Research, 7(2), 15–16. https://doi.org/10.4067/S0718-18762012000200008.
Nieveen, N. (1999). Prototyping to Reach Product Quality. In Design Approaches and Tools in Education and Training (pp. 125–135). Kluwer. https://doi.org/10.1007/978-94-011-4255-7_10.
Phillips, D. C. (2007). Theories of teaching and learning. In A Companion to the Philosophy of Education. https://doi.org/10.1002/9780470996454.ch17.
Prayitno, W. (2015). Implementasi Blended Learning dalam Pembelajaran pada Pendidikan Dasar dan Menengah. Artikel LPMP D.I. Yogyakarta.
Prayogi, S., Yuanita, L., & Wasis, L. (2018). Critical inquiry based learning: A model of learning to promote critical thinking among prospective teachers of physic. Journal of Turkish Science Education. https://doi.org/10.12973/tused.10220a.
Ramsay, G. (2001). Teaching and Learning with Information and Communication Technology: Succes Through a Whole School Approach. Building on the Future, 1–9.
Ratumanan, G. T., & Laurens, T. (2006). Evaluasi hasil yang relevan dengan memecahkan problematika belajar dan mengajar. Alfabeta.
Riduwan. (2007). Skala Pengukuran Variabel-variabel Penelitian. In Alfabeta, Bandung.
Rombout, F., Schuitema, J. A., & Volman, M. L. L. (2021). Teachers’ implementation and evaluation of design principles for value-loaded critical thinking. International Journal of Educational Research, 106, 101731. https://doi.org/10.1016/j.ijer.2021.101731.
Sanders, M., Moulenbelt, J., & Philosophy Documentation Center. (2011). Defining Critical Thinking: How Far Have We Come? Inquiry: Critical Thinking Across the Disciplines, 26(1), 38–46. https://doi.org/10.5840/inquiryctnews20112616.
Sanjaya, W. (2012). Perencanaan dan Desain Sistem Pembelajaran Edisi Pertama. In Prenada Media Group.
Saputra, R., Jalinus, N., & Krismadinata. (2019). Development of Blended Learning Model Based on Project in Computer Network Design and Management. Journal of Physics: Conference Series, 1387, 012010. https://doi.org/10.1088/1742-6596/1387/1/012010.
Seechaliao, T., Natakuatoong, O., & Wannasuphoprasit, W. (2012). The validation of an instructional design and development model based on engineering creative problem solving principles to develop reative thinking skills of undergraduate engineering students. IPEDR, 30. http://www.ipedr.com/vol30/19-ICEMI%202012-M00032.pdf.
Setyowati, A., Subali, B., & Mosik. (2011). Implementasi Pendekatan Konflik Kognitif Dalam Pembelajaran Fisika Untuk Menumbuhkan Kemampuan Berpikir Kritis Siswa Smp Kelas Viii. Jurnal Pendidikan Fisika Indonesia, 7(2), 89–96. https://doi.org/10.15294/jpfi.v7i2.1078.
Siron, Y., Wibowo, A., & Narmaditya, B. S. (2020). Factors Affecting The Adoption Of E-Learning In Indonesia: Lesson From Covid-19. Journal of Technology and Science Education. https://doi.org/10.3926/jotse.1025.
Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute.
Suhirman, Prayogi, S., & Asy’ari, M. (2021). Problem-Based Learning with CharacterEmphasis and Naturalist Intelligence: Examining Students Critical Thinking and Curiosity. International Journal of Instruction, 14(2), 217–232.
Suhirman, Yusuf, Muliadi, A., & Prayogi, S. (2020). The effect of problem-based learning with character emphasis toward students’ higher-order thinking skills and characters. International Journal of Emerging Technologies in Learning, 15(6), 183–191. https://doi.org/10.3991/IJET.V15I06.12061.
Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v9i1.21754.
Sunarto, M. J. D. (2021). The Development of Flipped Learning Model Based on MyBrilian to Support Planned Online Learning. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(1), 27. https://doi.org/10.36312/e-saintika.v5i1.379.
Syarif, I. (2013). Pengaruh model blended learning terhadap motivasi dan prestasi belajar siswa SMK. Jurnal Pendidikan Vokasi. https://doi.org/10.21831/jpv.v2i2.1034.
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for Training teacher of exceptional. Indiana University.
Trilling, B., & Fadel, C. (2009). What is 21st Century Learning? 21st Century Skills: Learning for Life in Our Times.
Tubagus, M., Muslim, S., & . S. (2019). The Impact of The Development of Blended Learning Models Using Computer applications in Higher Education. International Journal of Educational Research Review, 4(4), 573–581. https://doi.org/10.24331/ijere.628410.
Verawati, N. N. S. P., Wahyudi, W., & Ayub, S. (2020). Pengaruh Model Pembelajaran Inquiry-Creative-Process (ICP) terhadap Kemampuan Berpikir Kritis Mahasiswa Calon Guru. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 4(1), 7–15. https://doi.org/10.36312/e-saintika.v4i1.151.
Wichadee, S. (2017). A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation. International Journal of Emerging Technologies in Learning (IJET), 12(02), 137. https://doi.org/10.3991/ijet.v12i02.6324.
Widada, W. (2016). Sintaks Model Pembelajaran Matematika Berdasarkan Perkembangan Kognitif Peserta Didik. Jurnal Pendidikan Matematika Raflesia.
Yongxing, W. (2008). Blended Learning Design for Software Engineering Course Design. 2008 International Conference on Computer Science and Software Engineering, 345–348. https://doi.org/10.1109/CSSE.2008.198.
Yuliati, D. I., Yulianti, D., & Khanafiyah, S. (2012). Pembelajaran Fisika Berbasis Hands on Activities Untuk Menumbuhkan Kemampuan Berpikir Kritis Dan Meningkatkan Hasil Belajar Siswa Smp. Jurnal Pendidikan Fisika Indonesia, 7(1), 23–27. https://doi.org/10.15294/jpfi.v7i1.1064.
Yustina, Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking skills through online learning in the COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v9i3.24706.
Downloads
Published
Issue
Section
License
Authors who publish with the Jurnal Pendidikan Indnesia 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)
