Effect of STEAM-Based Hybrid Based Learning Model on Students' Critical Thinking Skills

Abstract

The purpose of the study was to determine the effect of STEAM-based hybrid based learning model on students' critical thinking skills. This research is a type of meta-analysis research. The research data came from 15 national and international journals. The process of searching for data sources through the google scholar database, Science Direct, Eric, Plos ONE and Wiley. The data selection method is the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. The inclusion criteria for this meta-analysis research are that the research must be published in the last 5 years 2018-2023, the research must use experimental or quasi-experimental methods, the research must have an experimental class that applies a hybrid-based learning model and a control class, the research comes from journals indexed by SINTA and Scopus, and the research has complete data to calculate the effect size. The data analysis technique is quantitative analysis by calculating the effect size value, research heterogeneity and publication bias with the help of the Comprehensive Meta-analysis (CMA) version.3 application. The results of the study concluded that the summary effect size or average effect size (p < 0.01; ES = 1.052) criteria were strong. This finding explains that the hybrid-based learning model has a significant effect on students' critical thinking skills. This STEAM-based hybrid-based learning model has a higher effect on students' critical thinking skills than the conventional model. Model has a high influence on students' critical thinking skills than conventional models

Effect STEAM Based Discovery Learning Model on Students Thinking Ability: Meta-Analysis Study

“…But in reality, students' critical thinking skills in Indonesia are still relatively low (Astika et al, 2013;Maison, 2022). This result can be seen in the 2018 Programme Internationale for Student Assessment (PISA) research conducted by the OECD that students' science literacy in critical thinking is relatively low, only obtaining a score of 396, ranking 71 out of 78 participating countries (Utomo et al, 2023;Oktarina et al, 2021;Zulyusri et al, 2023). In addition, the results of the Trends in International Mathematics and Science Study (TIMSS) study in 2015 stated that the critical thinking ability of Indonesian students obtained a score of 391 far lower than the average International score of 500 (Luciana et al, 2023;Nurtamam et al, 2023).…”

The Effect of Flipped Classroom Size on Students' Critical Thinking Abilities

“…According to Zhou (2018), critical thinking is a student's ability to analyze information holistically and systematically. The ability to think critically is very important for students in analyzing and concluding a material (Mutakinati &;Anwari, 2018;Rijal et al, 2021;Suryono et al, 2023;Suharyat et al, 2022). Students who have the ability to think critically can provide accurate conclusions of material and concepts in learning (Hidayati et al, 2022), (Hidayati et al, 2022) in solving a problem (Wahyuni, 2021).…”

“…This is because learning activities do not lead studentsto think critically in learning (Zulyusri et al, 2023;Cahyono et al, 2021). The results of the Trends in International Mathematics and Science Study (TIMSS) research in 2015 stated that the critical thinking ability of Indonesian students in the fields of science and mathematics obtained a score of 396 far compared to the average international score of 500 (Sofianora et al, 2023;Utomo et al, 2023). In addition, the learning process is teacher-centered so that students find it difficult to understand the material (Al-fikry &;Syukri, 2018;Pebriyani, 2020).…”

The Effect of Edmodo-Based Project Based Learning on Students' Critical Thinking Skills: Meta-analysis

“…Students who have good critical thinking skills tend to be better able to understand lesson concepts well, evaluate multiple viewpoints objectively, and make decisions based on logical reasoning and solid evidence (Suharyat et al, 2023;Azmi et al 2022). Therefore, it is important for teachers to be able to develop students' critical thinking skills through classroom learning (Utomo et al 2023).…”