Abstract
This research aims to determine the effect of blended learning with a collaborative problem-solving approach on students' cognitive learning outcomes and collaboration skills in science learning. This research is a quasi-experimental method using posttest-only control group design with a cluster random sampling technique. Data were obtained from the posttest scores and observation sheets. Using t-test calculation analysis, the results showed that there was a significant effect on the cognitive learning outcomes of experimental class students in the form of a significant increase after learning using blended learning with a collaborative problem-solving approach (t count = 3.908 with a significance level of 5% dk = 62). The results of the experimental class collaboration skill observations show one indicator is in the “very good category”, and four indicators are in the “good category”, while in the control class there is only one indicator that is in the “good category” and four indicators are in the “bad category”. The results show that there is a significant effect of blended learning with a collaborative problem-solving approach on students' collaboration skills.
Highlights
Student Assessment (PISA) survey in 2018 showed that Indonesia in the field of science was ranked 74th out of 79 countries (Hewi & Shaleh, 2020), this is not much different from the survey from Trends in Mathematics and Science Study (TIMSS) in 2015, which showed that Indonesia was ranked 45th out of 48 countries (Nizam, 2016)
These results indicated that there is a significant effect on cognitive learning outcomes between the experimental class and the control class after the treatment of blended learning with a collaborative problem solving approach is given to the experimental class
The average results of the collaboration skill indicator showed flexibility for three observations in the experimental class of 73.71% with a good category, while the average percentage of flexibility of control class students obtained results of 60.68% with less category, this shows that there is an effect in the form of positive changes in the collaboration skill indicators of students in terms of showing flexibility after being given treatment, this shows that there is an influence on the collaboration skill indicators of students in terms of showing flexibility after being given the treatment of blended learning with the Collaborative Problem Solving (CPS) approach
Summary
Student Assessment (PISA) survey in 2018 showed that Indonesia in the field of science was ranked 74th out of 79 countries (Hewi & Shaleh, 2020), this is not much different from the survey from Trends in Mathematics and Science Study (TIMSS) in 2015, which showed that Indonesia was ranked 45th out of 48 countries (Nizam, 2016). The results of online learning is students being less trained to develop the ability to analyze, argue and have an impact on the low cognitive learning outcomes. It is proven when a daily assessment is held, 19 out of 32 students still get scores below the minimum completeness criteria, whereas, the student-centered learning process must applied in teaching in the 21st century learning (Ichsan et al, 2020). Online learning at one of junior high schools in Semarang, Indonesia, makes there is no variation in group learning, so it does not train students' collaboration skills. The control class was treated using direct instruction learning, while the experimental class was treated using blended learning with a collaborative problem-solving approach
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