The Effect of Blended Learning on Critical Thinking Skills and Learning Motivation of Students on Redox Reactions

Authors

  • Rina Andriana Program Studi Pendidikan Kimia, Universitas Tadulako, Indonesia
  • Kasmudin Mustapa Program Studi Pendidikan Kimia, Universitas Tadulako, Indonesia
  • Afadil Afadil Program Studi Pendidikan Kimia, Universitas Tadulako, Indonesia
  • Magfirah Magfirah Program Studi Pendidikan Kimia, Universitas Tadulako, Indonesia

DOI:

https://doi.org/10.22487/me.v18i2.2382

Keywords:

Blended Learning, Critical Thinking, Learning Motivation, Redox Reaction

Abstract

Based on the results of the study, the percentage of critical thinking skills in the experimental class for each indicator namely giving simple explanations, building basic skills, concluding, making further explanations, strategies and tactics, respectively, were 82%, 63%, 72%, 68% 67%. The control class for each indicator namely giving simple explanations, building basic skills, concluding, making further explanations, strategies and tactics are 76%, 54%, 59%, 56%, 52%, respectively. The percentage results of the experimental class learning motivation questionnaire for each indicator namely attention, relevance, belief, and satisfaction respectively 84%, 83%, 87.4%, 83%, the control class for each indicator namely attention, relevance, belief, and satisfaction are 76.3%, 81%, 77%, 74.4% with the result that the blended learning strategy affects critical thinking skills and learning motivation of class X students on redox reaction material at SMAN 1 Balaesang.

References

Rosarina, G., Sudin, A. &Sujana, A. (2016). Penerapan model discovery learning untuk meningkatkan hasil belajar siswa pada materi perubahan wujud benda. Jurnal pena ilmiah, 1(1): 317-380.

Nugraha, D. A., Susanti, E. V. H &Masykuri, M. (2013). Efektivitas metode pembelajaran kooperatif think pair share (TPS) Yang Dilengkapi Media Kartu Berpasangan (Index card match) terhadap prestasi belajar siswa pada materi ikatan kimiak elas X semester gasal SMA 2 karang anyar tahun pelajaran 2012/2013. Jurnal pendidikan kimia, 2(4): 174-181.

Purwanto, C. E., Nugroho, S. E &Wiyanto. (2012). Penerapan Model Pembelajaran Guided Discovery Pada Materi Pemantulan Cahaya Untuk Meningkatkan Berpikir Kritis. Unnes Physics Education Journal, 1(1): 26-32.

Amil, dkk., 2020. “Pengaruh Pembelajaran Blended Learning Menggunakan Aplikasi Google Classroom Di Masa Pandemi Covid-19 Terhadap Kemampuan Komunikasi Matematis Siswa Sekolah Menegah Pertama Negeri 7 Muaro Jambi.” Journal of Chemical Information and Modeling 21(1): 1–9.

Faizi, M. (2003). Ragam metode mengajarkan eksakta pada murid. Yogyakarta: DIVA press

Suartama, I. K. dan Tastra, I. D. K. (2014). E-learning berbasis MOODLE. Yogyakarya: Graha ilmu.

Widiara, I Ketut. 2018. “Blended Learning Sebagai Alternatif Pembelajaran Di Era Digital.”Purwadita 2(2): 50–56.

Lestari, N. N. S. (2011). Pengaruh Model Pembelajaran Berbasis Masalah (Problem Based Learning) dan Motivasi Belajar Terhadap Prestasi Belajar Fisika Bagi Siswa Kelas VII SMP. Journal Education, 1(1), 1–21.

Syarif, I. (2012). Pengaruh Model Blended Learning Terhadap Motivasi Dan Prestasi Belajar Siswa SMK. Pendidikan Vokasi.

Poon, J. (2013). Blended Learning: An Institutional Approach For Enhancing Student’s Learning Experiences,journal of online learning and teaching, 9(2): 271-288.

Halimah, S. (2019). Desain Pembelajaran Berbasis Blended Learning Diperguruan Tinggi. Universitas Negeri Malang.

Mustapa, K. (2009). Efektivitas Pembelajaran Problem Possing dalam Meningkatkan Hasil B elajar dan Motivasi Mahasiswa Kimia Universitas Tadulako. Tesis. Program Studi Pascasarjana Universitas Negeri Malang

Roestiyah, N.K. (2008). Strategi Belajar Mengajar. Jakarta: Rineka Cipta

Sari, AnnisaRatna. 2013. “Strategi Blended Learning Untuk Peningkatan Kemandirian Belajar Dan Kemampuan Critical Thinking Mahasiswa Di Era Digital.”Jurnal Pendidikan Akuntansi Indonesia 11(2): 32–43.

Fitriani, H., &Ikhsan, M. (2017). Implementasi Perangkat Pembelajaran Blended Community of Inquiry untuk Melatihkan Kemampuan Berpikir Kritis Mahasiswa Calon Guru Biologi. Prosiding Seminar Nasional Pendidikdan Pengembang Pendidikan Indonesia 187–198.

Downloads

Published

2022-11-03

How to Cite

[1]
R. Andriana, K. Mustapa, A. Afadil, and M. Magfirah, “The Effect of Blended Learning on Critical Thinking Skills and Learning Motivation of Students on Redox Reactions”, ME, vol. 18, no. 2, pp. 121-126, Nov. 2022.

Issue

Vol. 18 No. 2 (2022)

Section

Articles

License

Copyright (c) 2022 Rina Andriana, Kasmudin Mustapa, Afadil Afadil, Magfirah Magfirah

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with Jurnal Media Eksakta agree to the following terms:

  1. Authors retain copyright and grant the journal 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. 
  2. 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.
  3. 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.