The Effect of Blended Learning on Critical Thinking Skills and Learning Motivation of Students on Redox Reactions

Authors

  • Rina Andriana Program Studi Pendidikan Kimia, Universitas Tadulako, Indonesia
  • Kasmudin Mustapa Program Studi Pendidikan Kimia, Universitas Tadulako, Indonesia
  • Afadil Afadil Program Studi Pendidikan Kimia, Universitas Tadulako, Indonesia
  • Magfirah Magfirah Program Studi Pendidikan Kimia, Universitas Tadulako, Indonesia

DOI:

https://doi.org/10.22487/me.v18i2.2382

Keywords:

Blended Learning, Critical Thinking, Learning Motivation, Redox Reaction

Abstract

Based on the results of the study, the percentage of critical thinking skills in the experimental class for each indicator namely giving simple explanations, building basic skills, concluding, making further explanations, strategies and tactics, respectively, were 82%, 63%, 72%, 68% 67%. The control class for each indicator namely giving simple explanations, building basic skills, concluding, making further explanations, strategies and tactics are 76%, 54%, 59%, 56%, 52%, respectively. The percentage results of the experimental class learning motivation questionnaire for each indicator namely attention, relevance, belief, and satisfaction respectively 84%, 83%, 87.4%, 83%, the control class for each indicator namely attention, relevance, belief, and satisfaction are 76.3%, 81%, 77%, 74.4% with the result that the blended learning strategy affects critical thinking skills and learning motivation of class X students on redox reaction material at SMAN 1 Balaesang.

References

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Published

2022-11-03

How to Cite

[1]
R. Andriana, K. Mustapa, A. Afadil, and M. Magfirah, “The Effect of Blended Learning on Critical Thinking Skills and Learning Motivation of Students on Redox Reactions”, ME, vol. 18, no. 2, pp. 121–126, Nov. 2022.

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