PBL in Blended Learning Design to Increase Critical Thinking and Problem-Solving Skills

Authors

Wening Kusumawardani , Tien Aminatun

DOI:

10.29303/jppipa.v10i6.7052

Published:

2024-06-20

Issue:

Vol. 10 No. 6 (2024): June

Keywords:

Critical Thinking Skills, PBL in blended learning, Problem-solving

Research Articles

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How to Cite

Kusumawardani, W., & Aminatun, T. (2024). PBL in Blended Learning Design to Increase Critical Thinking and Problem-Solving Skills. Jurnal Penelitian Pendidikan IPA, 10(6), 3303–3308. https://doi.org/10.29303/jppipa.v10i6.7052
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Abstract

This study explores how PBL integrated into blended learning affects the enhancement of critical thinking and problem-solving skills among senior high school students. It employs a quasi-experimental design involving a non-equivalent pretest-posttest control group. Participants consist of students from class X-5 assigned to the experimental group and students from class X-8 assigned to the control group. Data were collected using a validated description test to measure critical thinking and problem-solving skills. Analysis involved MANOVA, N-Gain calculation, and the Pearson correlation test. Findings indicate that implementing PBL in blended learning effectively improves critical thinking and problem-solving abilities. The experimental group's average post-test score for critical thinking was 85.83, compared to 75.42 in the control group, and for problem-solving, it was 85.56, compared to 71.67 in the control group.

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Author Biographies

Wening Kusumawardani, Yogyakarta State University

Tien Aminatun, Yogyakarta State University

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