The development of chemistry learning devices based blended learning model to promote students’ critical thinking skills

Abstract

The research aims to produce a valid, practical and effective chemistry learning devices based on a blended learning model to improve student critical thinking skills. The 4D development model was applied in this study. Testing of learning devices and tests of critical thinking skills are carried out on the tenth-grade students at high schools in the city of Mataram, West Nusa Tenggara, Indonesia. The one group pretest-posttest design was applied as a research design. The results showed that the validity of the developed chemical learning devices based on the blended learning model had an average value of syllabus, lesson plan, teaching materials, and critical thinking instruments were 82%, 86%, 72% and 70%, respectively. The practicality of the learning devices is tested through a blended learning processes. The chemistry learning devices have a practical criteria with a scoring percentage of 78%. Furthermore, the chemistry learning devices are effective in promoting critical thinking skills. The inprovement of students’ critical thinking can be seen from the increasing of their score from 55.3 to 82.2. In conclusion, the developed chemistry learning devices based on the blended learning model are valid, practical and effective criteria, and its applicable to promote students’ critical thinking skills.

Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

“…Symptoms of the problems referred to include: (1) it is difficult for them to work on high-level questions (C4-C6); (2) many of them find it difficult to connect concepts and problems; (3) some of them had difficulty expressing their opinions during the discussion. Besides that, Basri (2019) and Hadisaputra et al (2020) revealed that some students are passive when working on group assignments, students have not been proactive in raising problems in learning, only a few students are involved in answering the problems raised. As a result, students have not been able to provide solutions to the problems found.…”

“…Some students are still familiar with using rote and memory learning methods. It causes students to quickly forget the information they have received (Hadisaputra et al, 2020). The students' low critical thinking skills are closely related to the weaknesses of the science learning process.…”

“…The students' low critical thinking skills are closely related to the weaknesses of the science learning process. Teachers have not designed learning tools by combining learning approaches and models to help students be active in the learning process (Hadisaputra et al, 2020;Ramdani et al, 2020a).…”

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“…Penyebab lainnya dalam proses pembelajaran di sekolah, seperti minimnya pemanfaatan media pembelajaran dalam kegiatan belajar mengajar, sehingga peserta didik kurang aktif dan kurang tertarik dengan materi yang diajarkan. Sementara itu, sekolah memiliki sarana dan prasarana yang memadai untuk menunjang pembelajaran, antara lain laboratorium komputer, laboratorium IPA dan LCD, tetapi penggunaannya belum maksimal (Hadisaputra , et al, 2019;Hadisaputra, et al, 2020).…”

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