Implementation of Blended Learning Model to Improve Critical Thinking Ability of Audio Visual Engineering Students

Abstract

The goal of this study is to find out how students' critical thinking skills improve when e-learning-based blended learning is implemented. Using a pretestposttest control group design, the research was conducted. After the experimental class went through the blended learning process, the post-test average was 96.64, while in the control class using face-to-face learning, the post-test average was 88.52. The sig value of 0.00 was obtained based on the results of the Mann-Whitney test. The average value of N gain in critical thinking skills in the experimental class is 0.93 in the high category, while the average in the control class is 0.78 in the medium category. The follow-up test based on the effect size test to determine the effect of applying blended learning on critical thinking skills has an effect size (d) value of 1.37 with a larger category. Respondents to a survey on blended learning stated that 82% of students chose to agree with learning in the blended learning process and stated that it was very helpful in understanding simulation and digital communication material, but further research was needed on the limitations of the internet network in blended learning. Based on these findings, blended learning has the potential to enhance students' critical thinking abilities. The average student is satisfied with blended learning, but researchers need to pay attention to internet connections so they can support online learning.