Effectiveness of Guided Inquiry Learning Model on Thermodynamics Content in LMS-Based Blended Learning with Regard to Students' Higher Order Thinking Skills
DOI:
10.29303/jppipa.v9i12.4026Published:
2023-12-20Downloads
Abstract
The purpose of this study is to evaluate the impact of blended learning utilizing a learning management system (LMS) on students' higher order thinking skills when applied to thermodynamics content. Students from classes XI MIPA 1 and XI MIPA 2 at SMA N 1 Sumberejo in Tanggamus Regency during the academic year 2022/2023 served as the study's samples. The control group pretest-posttest study design was employed with description questions served as the research tool. Blended learning that is based on an LMS and employs the guided inquiry learning model can help students' higher order thinking skills, as shown by the experimental class's average N-gain average of 0.7456, This is more than the medium-level average N-gain of 0.5878 for the control class. This demonstrates that experimental class students are better at higher order thinking than control class students. Additionally, evidence from the Independent Sample T-Test Hypothesis Test supports it, with a sig. (2-tailed) of 0.000, showing that blended learning using a learning management system and a guided inquiry learning model on content related to thermodynamics effectively improves students' higher order thinking abilities. The C4 (analyze) indication has shown the most improvement in higher order thinking abilities.
Keywords:
Blended learning Guide inquiry Higher order thinking skills LMSReferences
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