THE EFFECTIVENESS OF BLENDED-PROJECT BASED LEARNING IN CONDUCTING SCIENTIFIC METHOD ANALYSIS TO IMPROVE CRITICAL THINKING SKILLS AND DISPOSITIONS OF PHYSICS EDUCATION STUDENTS Fenno Farcis (a*), Gunarjo S. Budi (b)
a) Physics Education Study Program, Palangka Raya University, Jalan Yos Sudarso, Palangkaraya 73112, Indonesia
*fenno.farcis[at]fkip.upr.ac.id
b) Physics Education Study Program, Palangka Raya University, Jalan Yos Sudarso, Palangkaraya 73112, Indonesia
Abstract
Critical thinking dispositions are tendency, attitude, or mental habit to use critical thinking skills, namely carrying out systematic and logical analysis of information, that consistently in various situations. Critical thinking skills and dispositions are trained through Blended-Project Based Learning, namely a learning model that combines the Project-Based Learning with Blended Learning models, where project students carry out scientific method analysis of various articles in physics journals and physics education journals through a combination of face-to-face and on-line learning. This research aims to determine the effectiveness of Blended-Project Based Learning applied to research methodology courses to improve students critical thinking skills and dispositions. This research uses a quasi-experimental design with a quantitative approach. The data analysis technique uses SEM-PLS (partial Least Square) with the help of the SmartPLS 4.0 program. The findings in this research are that Blended-Project Based Learning has a positive and significant effect on improving students critical thinking skills with tcount greater than ttable, namely a value of 6.127>1.725, which means Ha is accepted. Blended-Project Based Learning has a positive and significant effect on increasing students critical thinking disposition with tcount greater than ttable, namely a value of 5.972>1.725, which means Ha is accepted.
