Project Based Blended Learning and Independent Learning on Critical Thinking Skill

Abstract

This study aimed to determine the effect of the project based blended learning and independent learning of critical thinking skill. The study used the quasi-experimental research method in the 2x2 treatment by level model. The subjects of this study were vocational high school students in Grade 10. The samples were divided into two groups; one group learned through the project based blended learning model with 73 students while the other group learned through the blended learning model with 74 students. Both groups were then given an independent learning test to divide students into categories of students who had high independent learning and students who had low independent learning. The research showed that the critical thinking skill of students who learned through the project based blended learning models was higher than those who learned through only blended learning models. Also, the critical thinking skill of students who had high independent learning was greater than students who had low independent learning. The results of the hypothesis test indicated that there is a significant difference in critical thinking skill between students who learned through the project based blended learning model and students who learned through the blended learning model, and there is a significant interaction effect between learning models and independent learning on critical thinking skill.