Development of Contextual Teaching and Learning (CTL) Worksheet based on Blended Learning to Enhance Students’ Critical Thinking

Abstract

This study aims to develop a Contextual Teaching and Learning (CTL) worksheet based on blended learning, which is appropriate for enhancing students' critical thinking skills. The study follows the Research and Development (R&D) approach, utilizing the ADDIE phases: Analysis, Design, Development, Implementation, and Evaluation. The participants in this study are educators and students of class ten at Senior high school in Banda Aceh, Indonesia. Data collection involves expert validation surveys, practitioner validation, teacher feedback, and student responses. The data is quantitatively described using percentage analysis, and the progress in students' critical thinking is measured using the N-gain test. The findings of the study reveal that expert validation scored an average percentage of 96.97%, indicating high suitability. Similarly, practitioner validation achieved a percentage of 90.48%, falling within the highly suitable range. The results from both the teacher and student questionnaires positive scores, confirming the suitability of the CTL worksheet designed for blended learning. After the implementation of the CTL worksheet based on blended learning, students demonstrated an enhancement in their critical thinking abilities, as evidenced by an N-gain score of 0.7714, signifying a high level of progress. Thus, it can be inferred that the CTL worksheet based on blended learning effectively contributes to the improvement of students' critical thinking skills in the physics learning, especially on the topic of Work and Energy.