The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

Blended learning environments are one of the significant modern technology updates that could help solve many learning issues. However, blended learning is still in its developmental stage and requires more research that seeks to find more efficient models and designs for the programs of blended learning in the context of an educational environment. Therefore, this study endeavors to address this research gap by calling into question the students’ utilization of blended learning and developing a model to measure the blended learning environments through students’ cognitive presence and critical thinking skills. To accomplish the research purpose, the study used a quantitative questionnaire for data collection. A questionnaire was distributed to 85 students who are active users of blended learning environments. The collected data was analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). In light of the empirical findings, the results have shown discrepancies with statistical significance at the level of (0.01) between the median marks of the students’ sample in the pre and post-evaluation of the performance analysis card. This study found a significant relationship between students’ cognitive presence and critical thinking skills with blended learning environments.

Critical thinking skills are one of the four main competencies that must be empowered in the 21st-century learning. This study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (PBL) in the Cell Biology course. The data sources of this research were 28 students who were taking Cell Biology Course in Department of Biology Education, Universitas PGRI Madiun. The research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. The study was designed by applying blended-PBL on 12 topics. The data analysis was performed in descriptive qualitative. The results showed that the application of blended-PBL was able to train students to improve their critical thinking skills in term of how to answer the test given. However, further studies need to be done with a wider number of samples and material scope to get more comprehensive information.

The aims of this research are to 1) know the differences of Critical Thinking Skills from blended learning in Diversity dan Classification of Invertebrate course, 2) find out the result of the blended learning implementation concerning study motivation in Diversity dan Classification of Invertebrate course at Biology Education program, 3) know the effect of blended learning on critical thinking in solving problems. Blended learning-based learning is a combination of face-to-face and online learning. Online learning is learning through various learning facilities such as using material sharing via PowerPoint, WAG, email, recitation of downloading material from various journals without the need for a face-to-face meeting. The research subject were students of the second-semester Biology education program. Data collection on critical thinking skills was taken from test scores after learning eight times, learning motivation data was taken through a questionnaire. Different test analyses using One Way ANOVA with a prerequisite test consist of normality test (Saphiro-Wilk Test) and homogeneity with Levene Test. The questionnaire analysis uses Rasch analysis with the help of Winsteps version 4.6. From the results of the study, it can be concluded that 1) there is a significant difference in critical thinking skills in blended learning and online learning, 2) there is a difference in learning motivation from blended learning and online learning, 3) there is a positive effect on critical thinking skills in solving problems given in blended learning

This study aims to analyze the requirements for blended learning based PBL learning materials to enhance students' critical thinking skills when solving physics learning challenges, particularly those about rotational dynamics and equilibrium. This research was survey research as a first step in developing blended learning media based on PBL. The subjects used in this study were junior high school students with a total sample of 105 students and five physics teachers in Pekanbaru and Kampar Regency. The research instrument used in this research was a closed questionnaire developed based on indicators of critical thinking skills and the distribution of critical thinking ability tests. The questionnaire response scores were analyzed using a quantitative descriptive analysis method. The research results showed that learning media was needed to support online and offline learning. The learning media must contain learning materials, videos, and student activities to increase learning effectiveness and train students' critical thinking skills. Therefore, it is necessary to develop PBL-based blended learning media to improve the critical thinking skills of students and teachers.

The present study aimed to investigate the effect of blended learning on developing critical thinking skills of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 27 students and the other was a control group with 31 students. The following tools were used: E-courses, Watson - Glaser Critical Thinking Test (short form.)The researcher taught the experimental group using blended learning via Blackboard, while the control group was taught using traditional education. The results showed that: There were no statistically significant differences between the experimental group and the control group in critical thinking skills.

The learning applied to the revised 2013 edition of the curriculum requires students to master critical thinking skills. One of the efforts to improve critical thinking skills is by applying blended learning. This study aimed to determine the improvement of critical thinking skills using Moodle-based blended learning. This type of research is a quasi-experiment with a nonequivalent research design. Sampling was done using purposive sampling technique, in order to obtain class X MIPA 4 as the experimental class and X MIPA 5 as the control class at Cisolok, which consists of 60 people, 37 are female and 23 are male. This research instrument uses essay questions to test critical thinking skills in straight-motion material with as many as 10 questions. The results showed an increase in critical thinking skills of experimental class students who obtained an N-gain of 0.60, while an increase in critical thinking skills of control class students obtained an N-gain of 0.56. The results of the hypothetical analysis of t-test using blended learning obtained t count pretest of 1.07 and posttest of 1.53, while t table of -2.048 so that t count > t table and H0 is rejected while Ha is accepted. Thus, it can be concluded that there is an increase in students’ critical thinking skills by applying Moodle-based blended learning on straight motion.
 Keywords: moodle-based blended learning, critical thinking skills, straight motion materials

This paper reports a study and results of the improvement of critical thinking skills in a blended learning environment in teaching high school physics. The research was a mixed-method quasi-experimental followed by a qualitative survey. Schoology is chosen as a blended platform for this study. The data of students’ critical thinking skills were obtained by multiple choice tests and were analyzed by using n-gain. Moreover, the information on students’ responses to the blended learning model was collected by open-ended questions at the end of learning process. Based on the results of the study, there were significant effects of blended learning on critical thinking skills. It is also reported that students have high interest, ease of learning, and have benefits in increasing their knowledge. It suggests that Schoology-based blended learning model is effective to improve students’ critical thinking in Physics learning process.

Critical thinking skills are competencies that are expected to be possessed by every student in 21st century learning. One of the efforts that can be made to improve students' critical thinking skills is to apply the flipped classroom learning model. This study aims to determine the effect of students' critical thinking skills through the application of the blended learning model of the flipped classroom. The research approach used is quantitative with a quasi-experimental type of research, the research design used is pretest-posttest non-equivalent control group design. Sampling used a total sampling technique from the entire population of 102 students of class XI IPA at SMAN 1 Peulimbang. The instrument used to measure critical thinking skills is in the form of essay questions accompanied by an assessment rubric. Data on critical thinking skills were analyzed by parametric statistics using the independent sample t test. The results showed that the value of < 0.05, then there was an effect of students' critical thinking skills after the application of the blended learning model of the flipped classroom on the respiratory system material

This study aims to determine the effectiveness of flipped classroom-based blended learning on students' critical thinking skills. This study is a type of meta-analysis research. Data sources come from 14 national and international journals published in 2018-2023. The process of finding data sources comes from Google Scholar, ERIC, DOAJ, EBSCO, ProQuest, ScienceDirect and PLoS ONE. Keywords search for blended learning data, blended learning based on flipped classroom, and the effectiveness of blended learning based on flipped classroom on students' critical thinking skills. Data analysis techniques with the help of JSAP applications. The results of the study concluded that the average value of effect size (ES = 0.838) high sizeeffect category and standard error of 0.109 . These findings explain that the flipped classroom-based blended learning model has a positive influence on students' critical thinking skills.