14 

 

 

7 (1) (2022) 14-23 

International Journal of Active Learning 
 

http://journal.unnes.ac.id/nju/index.php/ijal 

 

 

The Effectiveness of Physics Learning with Blended Learning Models 

using the Edmodo Application to Improve Students' Critical Thinking 

Skills 

 
Nasa Najib*, Budi Jatmiko 

 

Universitas Negeri Surabaya, Indonesia 

 

Article Info 

____________________ 

Keywords: 

Effectiveness, Critical 

Thinking Skills, Blended 

Learning 

_________________________ 

 

Abstract
 

___________________________________________________________________ 

This study aims to describe the effectiveness of learning physics with a blended 

learning model using the Edmodo application to improve the critical thinking 

skills of high school students. The sample of this study were students of SMA 

Negeri 1 Ngronggot which consisted of two classes, namely X MIPA 1 and X 

MIPA 2, each class totaling 30 students. This research is pre-experimental 

research with one group pretest-posttest design. Before learning is done, students 

are given an initial test (pre-test) and after learning, students are given a final test 

(post-test) with the same material. The collected data was then analyzed using 

paired t-test, n-gain calculation, and independent t-test. which were analyzed 

quantitatively. The results showed that there was an increase in students' critical 

thinking skills scores with an average value of n-gain on the high criteria in each 

experimental class and there was no difference in the average value of n-gain 

between the two experimental classes. It can be concluded that learning physics 

with a blended learning model using the Edmodo application can effectively 

improve students' critical thinking skills. This research implies that learning 

physics with a blended learning model using the Edmodo application can be 

used as an alternative learning model that can be used to improve students' 

critical thinking skills. 

*Correspondence Address:  

E-mail: nasa.18064@mhs.unesa.ac.id 
p-ISSN 2528-505X 

e-ISSN 2615-6377 

 

 

 

 

 

 

 

 

 

 

 



International Journal of Active Learning 7 (1) (2022) 

15 

INTRODUCTION 

 

Education is the right of every citizen that must be implemented by the government under any 

conditions. Education today must be organized by providing appropriate needs in the face of 

competition in the 21st century both locally and globally. The strategy that can be used is the 

formulation of an educational paradigm by the National Professional Certification Agency (BNSP), 

such paradigms include changing the learning process from teacher center to student center, from 

passive to active in class, and from individual to group (Anggraini et al., 2020). 21st-century learning 

is designed by emphasizing 4C-based competencies, namely: Critical thinking, Collaboration, 

Creativity, and Communication (Zubaidah, 2018). According to research (Mitra & Purnawarman, 

2019), three implementations must be considered in the 21st century, namely core competencies, 

teaching and learning processes, and learning outcomes assessment processes. This is supported by 

research (Wijaya et al., 2016) which shows that "the value of critical thinking competence and 

problem-solving is 96.21%, so critical thinking competence is needed for 21st-century learning skills. 

Currently, the development of technology is growing rapidly, especially in the field of 

education. Technology and information play an important role in learning today, apart from the 

COVID-19 pandemic which began to spread to Indonesia in March 2020 (Natalia, 2020). Students 

are still required to have critical thinking skills even though learning takes place online. 

According to (Budiarti et al., 2017) Each student has different skills in receiving material 

because these skills are determined from the thinking skills of each student. In the learning process, 

critical thinking is one of the skills that is considered important (Huber & Kuncel, 2016). Based on 

the results of interviews at SMA Negeri 1 Ngronggot, it was found that learning during the COVID-

19 pandemic is recommended to apply distance learning by using the internet as the main medium 

of learning. According to teachers at SMA Negeri 1 Ngronggot, they find it difficult to interact and 

have limited internet access. The teacher-centered learning process and the lack of interaction 

between teachers and students are some of the fundamental factors for this condition, especially in 

physics subjects. Learning carried out by teachers using lecture or conventional methods, causes 

students to find it difficult to develop critical thinking skills (Fatmawati et al., 2014). 

According to (Ahmad Susanto, 2016) Critical thinking is the potential that exists in humans 

that must be developed to get optimal abilities. Critical thinking skills are very important to be able 

to compete in the current era of globalization. Because someone who can think critically will not 

quickly believe the facts around him without doing real proof so that the facts become valid and 

reliable. In fact, in physics lessons, learning is still emphasized on students as reading material and 

formulas that must be memorized (Hong et al., 2012). In the learning process, the teacher can 

determine the appropriate strategy so that learning can run optimally and by the learning objectives 

(Dwi et al., 2013). A suitable solution is to combine face-to-face learning strategies in class with e-

learning-based learning strategies, namely learning with the Blended Learning model (Sukawijaya & 

Sudiarta, 2018). 

Blended learning is an alternative learning strategy that can be done anytime and anywhere by 

the teacher so that it can increase students' knowledge (Chew & Wee, 2015). According to (Ardianti 

et al., 2019; Zarei & Abdi, 2016) The blended learning model can significantly improve students' 

critical thinking skills. In meeting student learning needs, appropriate and appropriate arrangements 

and blending of varied learning are needed (Smaldino & McElreath, 2016). According to (Ateş 

Çobanoğlu, 2018) Students feel happier and more interested in using Blended Learning compared to 

conventional learning. The advantages of blended learning according to (Gyamfi & Gyaase, 2015; 

Prayitno, 2015) namely Learning that is carried out independently and conventionally can 

complement the advantages of both, students can learn easily in accessing the material being taught. 

Although students and teachers do not carry out direct learning, learning can still be carried out. 



International Journal of Active Learning 7 (1) (2022) 

16 

This is by the opinion  (Bryan & Volchenkova, 2016) The purpose of direct learning (face to face) 

can make students have an interactive experience. And when distance learning can make students 

access the material at any time, anywhere as long as they have internet access. Blended learning can 

be designed in such a way as to make it easier for students to understand it. So far, the use of printed 

teaching materials has helped students understand the concept of learning, however, printed 

teaching materials are sometimes left behind or lost and are not interactive. Therefore, other 

teaching materials are needed, such as the Edmodo application (Wahyuni et al., 2020). 

This Edmodo application is in the form of learning management software or commonly 

known as the Learning Management System (LMS). LMS is software that can assist educators in 

creating virtual classes so that they can access subject matter and interact at any time as long as they 

have an internet network (Rosy, 2018). The Edmodo application is a learning tool that uses the 

internet that aims to collaborate between teachers and students in managing assignments or projects, 

sharing educational content, and knowing notifications of every activity (Putranti, 2016). Edmodo-

based learning can be a breakthrough for schools that rarely use online learning. 

Based on the explanation above, to be able to optimize learning during this pandemic by 

improving students' critical thinking skills, it can be integrated into learning tools using the Edmodo 

application. With this, learning tools using the Edmodo application are expected to help students 

find a concept related to the material presented and learning indicators can be achieved well without 

misconceptions. So with this, the researcher designed and conducted research entitled "The 

Effectiveness of Physics Learning with Blended Learning Model Using Edmodo Application to 

Improve Students' Critical Thinking Skills". The purpose of this study was to analyze the 

effectiveness of learning physics with the Blended Learning model using the Edmodo application to 

improve students' critical thinking skills. 

 

METHOD 

 

The method used in this research is Pre-Experimental research using One Group Pretest – 

Posttest Design (Indra et al., 2021). The design is described in Table 1. 

 

Table 1. Experiment Design One Group Pretest-Posttest Design 

Class Pretest Treatment Posttest 

X MIPA 1 O1 X O2 

X MIPA 2 O1 X O2 

Information : 

O1  : Pretest before treatment 

X : Treatment of the application of the blended learning model using the Edmodo application 

O2 : Postest after treatment 

  

In class X MIPA 1 and X MIPA 2 were given a pre-test before learning was carried out. 

Learning is done with the Blended Learning model using the Edmodo application on the parabolic 

motion material. After being given treatment, at the end of the lesson all students were given a post-

test to see the results. The results of the post-test are used to see the effect of using Blended Learning 

using the Edmodo application on students' critical thinking skills. The sample in this study were 

students of classes X MIPA 1 and X MIPA 2, each class consisted of 30 students. 

Learning is carried out with a limited face-to-face learning system, where face-to-face learning 

is divided into 2 sessions. The first session is the morning session for even absences, then the second 

session in the afternoon session for odd absences. Face-to-face learning is carried out in 4 meetings 

with the time each meeting being 80 minutes, and online learning can be done at any time using the 



International Journal of Active Learning 7 (1) (2022) 

17 

Edmodo application which contains material and assignments that students must do. Learning with 

the blended model using the Edmodo application is said to be effective if: there is a statistically 

significant increase in the KBK score at 5% alpha, the average n-gain is at least in the moderate 

category, the mean n-gain is not different between the two classes, and student responses are in a 

good category. The data from this study are quantitative data from test scores used to measure 

students' KBK.  

Instruments in the study were in the form of learning device validation sheets, student 

response questionnaires, and critical thinking skills tests consisting of 5 description questions using 

four critical thinking indicators, namely interpretation, analysis, inference, and evaluation. (Jatmiko 

et al., 2018). Student response questionnaires are given after the entire learning process is carried 

out, namely to see student responses to Blended Learning using the Edmodo application. 

Analysis of the level of improvement in students' critical thinking skills is calculated using the 

N-gain calculation with the equation : 

𝑁 − 𝑔𝑎𝑖𝑛 (𝑔) =
𝑆𝑝𝑜𝑠𝑡 − 𝑆𝑝𝑟𝑒

𝑆𝑚𝑎𝑥 − 𝑆𝑝𝑟𝑒
 

Information : 

 g = N-Gain 

 Spost = Posttest score 

 Spre = Pretest score 

 Smax = Maximum score 

 Furthermore, the results of the N-gain are converted to low, medium, and high criteria 

according to Table 2. 

 

Table 2. Category N-gain 

Score Category N-gain 

0,7 < N-gain High 

0,3 ≤ N-gain ≤ 0,7 Medium 

N-gain < 0,3 Low 

(Hake, 1999) 

 

RESULTS AND DISCUSSION 

 

Before this research was conducted at SMAN 1 Ngronggot, the learning tools used had been 

validated by a physics teacher at SMAN 1 Ngronggot and two expert lecturers in the physics 

department at the State University of Surabaya. The results of the validity of the physics learning 

device with the blended learning model using the Edmodo application are shown in Table 3. 

 

Table 3. Value of Learning Device Validity 

Research Aspect Average Value Criteria 

Syllabus 3,6 Very valid 

RPP 3,5 Very valid 

Handout 3,7 Very valid 

LKPD 3,6 Very valid 

Test Questions 3,4 Valid 

  

Based on table 3, it can be seen that the average value of the instrument validity includes the 

syllabus, Rpp, handouts, LKPD, and critical thinking skills test questions which all have very valid 

criteria except for the Critical Thinking Skills Test (KBK) which has valid criteria. Thus, physics 



International Journal of Active Learning 7 (1) (2022) 

18 

learning tools with blended learning models are suitable for use in physics learning at SMAN 1 

Ngronggot. 

Before the learning process is carried out, students are given pretest questions to determine the 

student's initial abilities. Furthermore, the learning process is carried out with a blended learning 

model using the Edmodo application. After the learning process, students are given post-test 

questions to determine their final ability of students. The pretest and post-test scores were used to 

measure the differences in students' critical thinking skills between before and after learning with the 

blended learning model using the Edmodo application on the parabolic motion material. To find out 

the level of improvement in students' KBK scores, the n-gain calculation is carried out in that class. 

As shown in Figure 1. 

 

 

Figure 1. Average Result of the Critical Thinking Skills Test for Class X MIPA 1 and X MIPA 2 

  

Based on Figure 1, it was found that before learning physics using the blended learning model 

using the Edmodo application, KBK students X MIPA 1 and X MIPA 2 got a low average score. 

After the blended learning model learning process was carried out using the Edmodo application, 

the average value of students' critical thinking skills X MIPA 1 and X MIPA 2 increased. 

Based on the 5 valid items, the analysis prerequisite test was conducted using the normality 

test to measure whether the data had a normal distribution or not. The normality test in this study 

used the Kolmogorov-Smirnov test with a value of  Ttable at the level of significance 𝛼 = 0,05 where 

the data is normally distributed if Tcount < Ttable. As shown in Table 4. 

 

Table 4. Normality Test Results 

Class Ttable 
Tcount Distribution Information 

Pre-Test Post-Test  

X MIPA 1 
0,24 

0,14 0,14 
Normal 

X MIPA 2 0,15 0,13 

  

Based on table 4 the results of the calculation of the normality test obtained the value of  Tcount 

smaller than Ttable. It was concluded that the pre-test post-test data for both classes were normally 

distributed. Furthermore, the data that are normally distributed are tested for homogeneity with a 

significance level of 𝛼 = 0,05 where if the value Fcount < Ftable then the data is homogeneous. As 

shown in Table 5. 

 

Table 5. Homogeneity Test Results 

Class Ftable 
Fcount 

Variance Information 
Pre-test Post-test 

X MIPA 1 
1,86 0,51 1,08 Homogen 

X MIPA 2 

 

0.00

20.00

40.00

60.00

80.00

X MIPA 1 X MIPA 2

Pre-test 13.90 12.97

Post-test 70.97 69.07

H
a

si
l 

T
e

s 
K

e
te

ra
m

p
il

a
n

 
B

e
rp

ik
ir

 K
ri

ti
s



International Journal of Active Learning 7 (1) (2022) 

19 

The results of the homogeneity test calculation in the table above, obtained a score of  Fcount  = 

0,51 and 1,08, while the level of significance α = 0,05 and get results Ftable = 1,86. So Fcount is less 

than Ftable then the two data are said to be homogeneous. 

Based on the results of the prerequisite test, the data analysis of the two classes has met the 

requirements of normality and homogeneity, so it can be continued with the t-test. The following are 

the results of an independent t-test using pre-test data to determine students' initial abilities. As 

shown in Table 6. 

 

Table 6. Initial Ability Test (Pretest) 

Class Tcount ttable Conclusion 

X MIPA 1 
0,44 2,05 H0 accepted 

X MIPA 2 

  

Based on Table 6 the results of the calculation of the initial ability test of students in class X 

MIPA 1 and X MIPA 2, it can be seen that the value of tcount = 0,44 with significance level 𝛼 = 0,05, 

get ttable = 2,05. Because tcount is less than ttable, means H0 accepted H1 rejected means that there is no 

difference in the results of the pretest between class X MIPA 1 and X MIPA 2. This shows that the 

condition of students before getting treatment for physics learning with the blended learning model 

using the Edmodo application has the same ability. 

 Furthermore, to determine the improvement of students' critical thinking skills, a paired t-

test was conducted using pretest and posttest data in class X MIPA 1 and X MIPA 2 at SMAN 1 

Ngronggot. The following are the results of the paired t-test. As shown in Table 7. 

 

Table 7. Paired t-test result 

Class Tcount ttable Conclusion 

X MIPA 1 20,93 
2,05 H0 rejected 

X MIPA 2 23,46 

  

Based on Table 7, it can be seen that the value of tcount > ttable for each class, means H0 rejected 

and H1 accepted. This means that the post-test value is significantly greater than the pre-test value 

calculated statistically for each class. So it can be concluded that after learning physics using the 

blended learning model, students' critical thinking skills have increased. Then an independent t-test 

was conducted on the n-gain data to determine the differences in the improvement of students' 

critical thinking skills. Presented in table 8. 

 

Table 8. The result of the t-independent test on the n-gain data 

Class Tcount ttable Conclusion 

X MIPA 1 
0,58 2,05 H0 accepted 

X MIPA 2 

  

Based on Table 8, it can be seen that the value of tcount < ttable , means H0 accepted and H1 

rejected. This means that there is no difference in the improvement of students' critical thinking skills 

for each class. With such results, it can be said that there is a consistent increase in students' critical 

thinking skills. Furthermore, to determine the criteria for improving students' critical thinking skills 

using n-gain analysis of the pretest and posttest scores. The following table shows the results of the 

n-gain analysis: 

 

Table 9. Result of n-gain analysis 



International Journal of Active Learning 7 (1) (2022) 

20 

Class <g> Criteria 

X MIPA 1 0,74 High 

X MIPA 2 0,72 High 

  

Based on Table 9, it can be seen that the value of the results of the n-gain analysis of the two 

classes is high, thus it can be said that the blended learning model learning process using the 

Edmodo application is effective in improving students' critical thinking skills. 

 From the results of the data obtained, in Figure 1 there is an increase in the average pretest 

and posttest scores. The average pretest score before being given physics learning using the blended 

learning model using the Edmodo application is lower than the average posttest score after being 

given physics learning using the blended learning model using the Edmodo application. Learning 

Management System (LMS) in the form of Edmodo which is used as part of physics learning with 

the Blended Learning model. 

Blended learning is a learning process that combines offline learning in the classroom with 

online learning outside the classroom. Offline learning is carried out through discussion and 

question and answer between students and teachers. Before the learning process begins, the teacher 

checks student attendance provides learning motivation and apperception by the parabolic motion 

material. Next, the teacher explains the material and invites students to conduct experiments 

through phet simulation about the parabolic motion to determine the effect of the angle of elevation 

on the distance traveled by objects. Through experiments using phet simulation, students learn to 

find answers to problems so that they can improve students' critical thinking skills (Adnyana, 2012). 

Then the teacher invites students to discuss the material that has not been understood by students. 

Before offline learning in the classroom is closed, the teacher gives homework to find out students' 

understanding of the concepts in the material that has been taught. This is by research (deNoyelles et 

al., 2014) stated that the provision of continuous assignments, namely online discussions, can 

increase the level of student analysis involving critical thinking skills and their involvement with 

peers has a positive relationship. 

Online learning outside the classroom using the Edmodo application. In online learning, 

students are asked to enter their respective classes according to the code that has been given by the 

teacher. In the Edmodo application, students are asked to read the material and observe the 

phenomenon of parabolic motion. Furthermore, students note things that have not been understood 

about the material so that it can be discussed when offline learning in the classroom is carried out. 

Through observing the phenomenon of parabolic motion and providing information related to the 

phenomenon, it can improve students' critical thinking skills (Putra & Sudarti, 2015). 

Based on Table 6, a pretest has been carried out which serves to determine the initial ability of 

students' critical thinking skills before being given the treatment of physics learning with a blended 

learning model using the Edmodo application. The result of the calculation of the initial ability test 

on the pretest data is the value of Tcount < Ttable. This shows that students' critical thinking skills 

before being given physics learning with the blended learning model using the Edmodo application 

are the same. This means that there is no difference in initial ability in the two experimental classes. 

Furthermore, in Table 7, a paired t-test is performed which serves to determine the 

improvement of critical thinking skills in each class. The result of the paired t-test is the value of tcount 

> ttable. This shows that the application of blended learning has a significant effect on students' critical 

thinking skills in each class. In the n-gain analysis, a value of 0.74 was obtained for class X MIPA 1 

with high criteria and 0.72 for class X MIPA 2 with high criteria. This is by research (Utomo & 

Wihartanti, 2019) states that the application of blended learning is effective for improving students' 

critical thinking skills. 



International Journal of Active Learning 7 (1) (2022) 

21 

In Table 8, an independent t-test is carried out which serves to determine whether or not there 

is a difference between the two classes using n-gain data. From the calculation obtained a score tcount 

< ttable, which means that there is no difference in the increase in students' critical thinking skills 

scores between the two classes. So it can be said that the increase in the score of students' critical 

thinking skills in class X MIPA 1 and X MIPA 2 is the same. 

Based on the results of the questionnaire given to students after learning the blended learning 

model using the Edmodo application, that many students are interested in blended learning. The 

learning system is easy to follow to facilitate the learning process. The rest, students are motivated to 

learn because it can be done anywhere and anytime and is more aware of the use of technology that 

can be used in the learning process. This is following research (Yulia, 2017) that student responses 

are very positive with the application of blended learning compared to learning that only focuses on 

class or conventional. 

Based on the results of the analysis, it can be seen that the blended learning model using the 

Edmodo application can improve students' critical thinking skills. The results of this study are 

supported by previous research that blended learning can improve students' critical thinking skills 

(Anggraeni et al., 2019; Ningsih et al., 2018; Suana et al., 2019). This is supported by research 

(Zainudin & Pambudi, 2019) that students' critical thinking skills increased significantly by using the 

Edmodo application and student responses to Edmodo-based learning were flexible, easy to install, 

and practical. So it can be concluded that learning physics with the blended learning model using the 

Edmodo application is effective in improving students' critical thinking skills. 

 

CONCLUSION 

 

Based on the results of the discussion on the research that has been done, it can be concluded 

that the blended learning model using the Edmodo application can effectively and significantly 

improve students' critical thinking skills (KBK) at SMA Negeri 1 Ngronggot. This is indicated by an 

increase in the KBK score which is statistically significant at 5% alpha, with a high level of KBK 

improvement, there is no difference in the increase in KBK between the two classes, and the average 

student response to the blended learning model learning using the Edmodo application on the 

material. parabolic motion is 83.7% or a very good category. 

 

REFERENCES 

 

Adnyana, G. P. (2012). Keterampilan Berpikir Kritis dan Pemahaman Konsep Siswa pada Model Siklus 

Belajar Hipotetis Deduktif. Jurnal Pendidikan Dan Pengajaran, 45(3). 

Ahmad Susanto, M. P. (2016). Teori belajar dan pembelajaran di sekolah dasar. Kencana Prenada Media Group. 

Anggraeni, A., Supriana, E., & Hidayat, A. (2019). Pengaruh Blended Learning terhadap Kemampuan Berpikir 

Kritis Siswa SMA pada Materi Suhu dan Kalor. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 

4(6), 758–763. 

Anggraini, N., Suana, W., & Sesunan, F. (2020). Pengaruh Penerapan Blended Learning pada Materi Hukum 

Newton Tentang Gerak Terhadap Motivasi Belajar dan Kemampuan Pemecahan Masalah. Tarbawi: 

Jurnal Ilmu Pendidikan, 16(1), 22–36. 

Ardianti, S., Sulisworo, D., & Pramudya, Y. (2019). Efektivitas Blended Learning Berbasis Pendekatan Stem 

Education Berbantuan Schoology Untuk Meningkatkan Critical Thinking Skill Pada Materi Fluida 

Dinamik. Prosiding Seminar Nasional Pendidikan KALUNI, 2(0), 240–246. 

Ateş Çobanoğlu, A. (2018). Student teachers’ satisfaction for blended learning via Edmodo learning 

management system. Behaviour & Information Technology, 37(2), 133–144. 

https://doi.org/10.1080/0144929X.2017.1417481 



International Journal of Active Learning 7 (1) (2022) 

22 

Bryan, A., & Volchenkova, K. N. (2016). BLENDED LEARNING: DEFINITION, MODELS, 

IMPLICATIONS FOR HIGHER EDUCATION. Bulletin of the South Ural State University Series 

“Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204 

Budiarti, I. S., Suparmi, Sarwanto, & Harjana. (2017). Students’ Conceptual Understanding Consistency of 

Heat and Temperature. Journal of Physics: Conference Series, 795(1), 12051. 

Chew, C., & Wee, L. K. (2015). Use of Blended Approach in the Learning of Electromagnetic Induction. ArXiv 

Preprint ArXiv:1501.01527. 

deNoyelles, A., Hornik, S. R., & Johnson, R. D. (2014). Exploring the dimensions of self-efficacy in virtual 

world learning: Environment, task, and content. MERLOT Journal of Online Learning and Teaching, 10(2), 

255–271. 

Dwi, I. M., Arif, H., & Sentot, K. (2013). Pengaruh Strategi Problem Based Learning Berbasis ICT terhadap 

Pemahaman Konsep dan Kemampuan Pemecahan Masalah Fisika. Jurnal Pendidikan Fisika Indonesia, 

9(1), 8–17. 

Fatmawati, H., Mardiyana, M., & Triyanto, T. (2014). Analisis Berpikir Kritis Siswa dalam Pemecahan 

Masalah Matematika Berdasarkan Polya pada Pokok Bahasan Persamaan Kuadrat (Penelitian pada 

Siswa Kelas X SMK Muhammadiyah 1 Sragen Tahun Pelajaran 2013/2014). Jurnal Pembelajaran 

Matematika, 2(9), 899–910. 

Gyamfi, S., & Gyaase, P. (2015). Students’ perception of blended learning environment: A case study of the 

University of Education, Winneba, Kumasi-Campus, Ghana. International Journal of Education and 

Development Using ICT, 11(1), 80–100. 

Hake, R. R. (1999). Analyzing Change/Gain Scores” dalam www. physycs. indiana. edu/~ sdi. 

AnalysingChange-Gain. Pdf. 

Hong, J.-C., Chen, M.-Y., Wong, A., Hsu, T.-F., & Peng, C.-C. (2012). Developing Physics Concepts Through 

Hand-On Problem Solving: A Perspective on a Technological Project Design. International Journal of 

Technology and Design Education, 22(4), 473–487. https://doi.org/10.1007/s10798-011-9163-7 

Huber, C. R., & Kuncel, N. R. (2016). Does College Teach Critical Thinking? A Meta-Analysis. Review of 

Educational Research, 86(2), 431–468. 

Indra, T. K. H. I. M., Hasibuan, P. C. M. I. S., Miftahus, Y. M. H. A. A. M., & Ariawan, S. S. (2021). 

Metodologi Penelitian Pendidikan. Penerbit Tahta Media Group. 

Jatmiko, B., Prahani, B. K., Munasir, S., Wicaksono, I., Erlina, N., & Pandiangan, P. (2018). The comparison 

of OR-IPA teaching model and problem based learning model effectiveness to improve critical thinking 

skills of pre-service physics teachers. Journal of Baltic Science Education, 17(2), 300. 

Mitra, D., & Purnawarman, P. (2019). Teachers’ Perception Related to the Implementation of Curriculum 

2013. Indonesian Journal of Curriculum and Educational Technology Studies, 7(1), 44–52. 

https://doi.org/10.15294/ijcets.v7i1.27564 

Natalia, D. L. (2020). Presiden umumkan kasus infeksi corona pertama di Indonesia. Antaranews.Com. 

https://www.antaranews.com/berita/1329594/presiden-umumkan-kasus-infeksi-corona-pertama-di-

indonesia 

Ningsih, W. S. A., Suana, W., & Maharta, N. (2018). Pengaruh Penerapan Blended Learning Berbasis 

Schoology terhadap Kemampuan Berpikir Kritis Siswa. KONSTAN - JURNAL FISIKA DAN 

PENDIDIKAN FISIKA, 3(2), 85–93. https://doi.org/10.20414/konstan.v3i2.16 

Prayitno, W. (2015). Implementasi Blended Learning Dalam Pembelajaran Pada Pendidikan Dasar dan 

Menengah. Jurnal Pendidikan, 6(01). 

Putra, P. D. A., & Sudarti, S. (2015). Pengembangan Sistem E-Learning untuk Meningkatkan Keterampilan 

Berpikir Kritis Mahasiswa Pendidikan Fisika (Halaman 45 sd 48). Jurnal Fisika Indonesia UGM, 19(55), 

80773. 

Putranti, N. (2016). Cara membuat media pembelajaran online menggunakan edmodo. Jurnal Pendidikan 

Informatika Dan Sains, 2(2), 139–147. 

Rosy, B. (2018). Schoology, Changing A Negative Thinking Pattern About Use of Social Media. IJIE 

(Indonesian Journal of Informatics Education), 2(1), 1–6. 

Smaldino, P. E., & McElreath, R. (2016). The natural selection of bad science. Royal Society Open Science, 3(9), 

160384. https://doi.org/10.1098/rsos.160384 



International Journal of Active Learning 7 (1) (2022) 

23 

Suana, W., Istiana, P., & Maharta, N. (2019). Pengaruh Penerapan Blended Learning dalam Model Inkuiri 

Terbimbing pada Materi Listrik Statis terhadap Kemampuan Berpikir Kritis Siswa. Jurnal Pendidikan 

Sains (JPS), 7(2), 129–136. 

Sukawijaya, I. M. G., & Sudiarta, I. G. P. (2018). Developing blended learning environment to improve 

learning performance and self-reliance for junior high school students. Journal of Physics: Conference Series, 

1040, 012030. https://doi.org/10.1088/1742-6596/1040/1/012030 

Utomo, S. W., & Wihartanti, L. V. (2019). Penerapan Strategi Blended Learning untuk Meningkatkan 

Kemampuan Berpikir Kritis Mahasiswa pada Era Revolusi Industri 4.0. Jurnal Teknologi Pendidikan, 

7(1), 30–44. 

Wahyuni, S., Erman, E., Sudikan, S., & Jatmiko, B. (2020). Edmodo-Based Interactive Teaching Materials as 

an Alternative Media for Science Learning to Improve Critical Thinking Skills of Junior High School 

Students. International Journal of Interactive Mobile Technologies (IJIM), 14(09), 166. 

https://doi.org/10.3991/ijim.v14i09.13041 

Wijaya, E. Y., Sudjimat, D. A., Nyoto, A., & Malang, U. N. (2016). Transformasi Pendidikan Abad 21 

Sebagai Tuntutan Pengembangan Sumber Daya Manusia di Era Global. Prosiding Seminar Nasional 

Pendidikan Matematika, 1(26), 263–278. 

Yulia, H. (2017). Readiness for Blended Learning viewed from the Students’ Attitude towards Learning 

Aspects. International Journal of Active Learning, 2(1), 15–26. 

Zainudin, Z., & Pambudi, B. (2019). Efektifitas Penerapan Perangkat Pembelajaran Fisika Dasar Berbasis 

Keterampilan Berpikir Kritis Menggunakan Aplikasi Edmodo Berplatform Android. Prisma Sains: Jurnal 

Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 7(1), 17–26. 

Zarei, A. A., & Abdi, V. (2016). Blended Learning, Computer Based, and Conventional Reading Instruction 

Affecting Efl Learners’ Self-Regulation and Critical Thinking. INTERNATIONAL JOURNAL, 3(1). 

Zubaidah, S. (2018). Mengenal 4C: Learning and innovation skills untuk menghadapi era revolusi industri 4.0. 

2nd Science Education National Conference, 13.