One of the characters of the globalization era is the rapid changes in various aspects of life. One of them in the advancement of science and technology, especially Information and Communication Technology (ICT) has much positive influence on the progress of education. The advantage offered not only lies in the speed factor and the ease of getting information or material resources, but some multimedia facilities can make the learning process more exciting and interactive. However, the use of this technology in learning still needs to be improved and socialized among educators. Regarding the learning problem, this study aims to see the effect of blended learning assisted by Google Classroom and Schoology applications. The objective of this research is to impleme n t more effective blended learning model using specific Learning Management System (LMS) to increase student learning achievement following the needs of the present era. The research design of this study was the posttest-only control group design. Two groups were given different learning. One group was as a class taught using Schoology. The other group was as a class taught using Google Classroom. The independent variable of this study is the learning strategy. The dependent variable is critical thinking skills. The instrument for measuring the critical thinking skills was problem-based question that validated the difficulty level and power of determination. The study population was students of a high school in Indonesia. The sampling technique used simple cluster random sampling. The sample in this study consisted of two classes. Testing the hypothesis of the effect of blended learning was on the results of critical thinking skills using ANOVA. From the results of this study, it can be concluded that in the case of blended learning, students who were taught to use Schoology as LMS obtained a score of critical thinking skills that were relatively higher compared to students who used Google Classroom.

Educators believe that online learning has many opportunities in providing a conducive learning environment relevant to student characteristics. This study explores the impact of cooperative online learning on student learning outcomes. To reduce the influence of other effected variables, covariates used as control variables were students' interest in learning and numerical abilities. The type of cooperative learning model used in this study was Think Pair Share (TPS) which were integrated into Schoology as a learning management system (LMS). This learning strategy was applied to eleventh-grade students for elasticity topic. The research method was a pretest-posttest controlled group design. Test techniques (10 items of essays) were used to measure learning achievement. Questionnaires with a Likert scale were used to measure learning interest using the ARCS (attention, relevance, and satisfaction) model (34 items). Numerical ability data was collected from secondary data (standard psychological test). The statistical test used in this study was Conbrach's Product Moment from Pearson for item validity, using Cronbach's Alpha for item reliability, ANCOVA to analyze the differences among group means as the effect analysis. The results finding were the group of students taught by the proposed strategy had higher learning outcomes than another group of students. Learning interests and numerical abilities could be used as predictors for improving student learning outcomes. It means that we can apply the online cooperative learning using a specific LMS to promote the increase of student's learning performance.

Adanya perkembangan teknologi informasi secara tidak langsung mempengaruhi proses pembelajaran dengan menggunakan proses pembelajaran berbasis TIK, oleh karenanya penggunaan internet dalam pembelajaran sangat penting. Penggunaan internet dalam kegiatan pembelajaran dikenal dengan istilah blended learning dengan memadukan pertemuan tatap muka dan pertemuan secara daring. Salah satu media pembelajaran yang menerapkan metode pembelajaran blended learning adalah Schoology. Schoology adalah suatu Learning management system (LMS) yang menggabungkan fitur social media sehingga dapat berinteraksi sosial sambil belajar, peneliti percaya bahwa dengan memadukan pembelajaran kooperatif dengan menggunakan LMS maka akan membantu proses pembelajaran, pembelajaran kooperatif yang digunakan dalam penelitian ini adalah Think Write pair Share, penelitian ini merupakan penelitian eksperimen dengan menggunakan model desain pre-test post-test control group design. Subjek penelitian terdiri dari dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Semua kelompok diberikan pre-test dan postest (instrumen untuk mengukur kemampuan berpikir kritis), Tahap terakhir adalah pengolahan data dan analisis data menggunakan ANCOVA, berdasarkan hasil analisis data pembelajaran kooperatif TWPS berbantuan Utaaps LMS Schoology dapat meningkatkan kemampuan berpikir kritis peserta didik dengan taraf signifikansi 0,005.

Peningkatan jumlah kasus positif di indonesia akibat covid 19 membuat Kementerian Pendidikan dan Kebudayaa (Kemendikbud) merekomendasikan cara untuk menurunkan penyebaran virus dengan melakukan pembelajaran secara online, dimana aktivitas pembelajaran yang biasanya dilakukan secara tatap muka dilakukan dengan pembelajaran jarak jauh. Pendidik percaya bahwa pembelajaran online memiliki banyak kesempatan dalam memberikan pembelajaran yang kondusif, dan lingkungan yang relevan dengan karakteristik peserta didik, penelitian ini mengeksplorasi pengaruh pembelajaran kooperatif  terhadap hasil belajar peserta didik ditinjau dari minat belajar. Model pembelajaran kooperatif yang digunakan adalah Think Write Pair Share (TWPS) yang diintegrasikan ke dalam Learning management system (LMS) yang berupa aplikasi Schoology untuk mengukur minat siswa dalam belajar Fisika, penelitian ini merupakan penelitian eksperimen dengan menggunakan model desain pre-test post-test control group design. Subjek penelitian terdiri dari dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Semua kelompok diberikan pre-test (instrumen untuk mengukur hasil belajar) dan angket minat belajar menggunakan model ARCS (attention, relevance, confidence, and satisfaction). semua kelompok diberikan posttest dan angket minat belajar. Tahap terakhir adalah pengolahan data dan analisis data menggunakan ANCOVA, hasilnya pembelajaran kooperatif TPS berbantuan Schoology dapat meningkatkan minat belajar siswa dengan taraf signifikansi 0,005.