The Effect of Blended Learning with Higher Order Thinking Skills Approach on Students' Critical Thinking Skills

Abstract

The study examines how blended learning impacts student’s critical thinking skills. This type of research quantitative with the Quasy Experiment method using a time series design. The number of research samples was thirty students, who were drawn from two classes. The instruments used were essay questions, questionnaires for critical thinking variables, blended learning with the HOTS approach, and field notes. The results indicate that integrating a blended learning odel with HOTS techniques enchances student’s critical thinking skills. The findings of the ANOVA test, which produced a F value of 5.851 with a significance level of 0.036, corroborate this conclusion. The results of the proposed hypothesis are accepted because the F count is greater than the F table. Namely 5.851> 4.196. The study’s findings affirm that blended learning models combined with HOTS techniques positively affect students' critical thinking abilities.