Hybrid discovery learning: Solutions for optimizing students' critical thinking and ICT skills on temperature fluctuations material
Abstract
This research aims to optimize the critical thinking skills and information communication technology (ICT skills) of students regarding temperature fluctuations material through the implementation of a hybrid discovery learning method. The hybrid discovery learning method provides the efficacy and efficiency of the physics learning process at three Malang Junior High Schools. The type of research used was quasi-experimental with a post-test only group design. There were 143 students enrolled in this research, divided into six study groups. The experimental class consisted of 74 students, while the control class comprised 69 students. The data were collected using a multiple-choice test instrument that evaluated critical thinking skills at the cognitive level. The experimental group achieved an average score of 71.1, while the control group achieved 60.1. Furthermore, data pertaining to ICT skill was gathered through the utilization of observation sheet and questionnaires during the learning process. The Wilk’s Lambda in the Manova test gave results of Sig. (0,000) < (0,05). This demonstrates that the hybrid discovery learning model influences students' critical thinking and ICT skills. Therefore, the implementation of the hybrid discovery learning to temperature fluctuations material can optimize the learning process on the critical thinking and ICT skills.
References
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Abdulhak, I., Djohar, A., & Wahyudin, D. (2018). The Development of Hybrid Learning Curriculum Model for Improving Teachers Competencies in Teacher Education Institutions in Indonesia and South Korea, 3(1), 31–35.
Ataie, E., Evangelinou, A., & Gianniti, E. (2021). A Hybrid Machine Learning Approach for Performance Modeling of Cloud-Based Big Data Applications. … Computer Journal. https://doi.org/10.1093/comjnl
Ayu, H. D., Jufriadi, A., Mustika, S. E., Kurniawati, M., Pratiwi, H. Y., Sundaygara, C., & Hudha, M. N. (2021). How to Learn Oscillation and Wave in SAMR Framework? Journal of Physics: Conference Series, 1869(1). https://doi.org/10.1088/1742-6596/1869/1/012160
Ayu, H. D., Saputro, S., Sarwanto, S., & Mulyani, S. (2023). Reshaping Technology-based Projects and Their Exploration of Creativity. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), 2217. https://doi.org/10.29333/ejmste/12814
Bruner, J. S. (1961). the-act-of-discovery-bruner1.pdf. Springer, Berlin, Heidelberg.
Cáceres, M., Nussbaum, M., & Ortiz, J. (2020). Integrating Critical Thinking into The Classroom: A Teacher’s Perspective. Thinking Skills and Creativity, 37, 100674. https://doi.org/10.1016/j.tsc.2020.100674
Carrió, M., Larramona, P., & Baños, J. E. (2011). The effectiveness of the hybrid problem-based learning approach in the teaching of biology: a comparison with lecture-based learning. Journal of Biological Education. https://doi.org/10.1080/00219266.2010.546011
Carvalho, C., Fiuza, E., & Conboy, J. (2015). Critical thinking, real life problems and feedback in the sciences classroom. Journal of Turkish Science Education. Retrieved from http://www.tused.org/index.php/tused/article/view/416
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online. Retrieved from https://eric.ed.gov/?id=EJ1051042
Colley, H., & Guéry, F. (2015). Understanding new hybrid professions: Bourdieu, illusio and the case of public service interpreters. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2014.991277
Crawford, R., & Jenkins, L. (2017). Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment. Australasian Journal of Educational Technology. Retrieved from https://ajet.org.au/index.php/AJET/article/view/2924
Cydis, S. (2015). Authentic instruction and technology literacy. Journal of Learning Design. Retrieved from https://eric.ed.gov/?id=EJ1060125
Dhina, M. A., Hadisoebroto, G., & Mubaroq, S. R. (2019). Development of E-Practicum Module for Pharmacy Physics Learning. Momentum: Physics Education Journal, 3(2), 95–102. https://doi.org/10.21067/mpej.v3i2.3763
Ding, L. (2019). Theoretical perspectives of quantitative physics education research. Physical Review Physics Education Research, 15(2), 20101. https://doi.org/10.1103/PhysRevPhysEducRes.15.020101
Facione, P. A. (2011). Critical Thinking : What It Is and Why It Counts. Insight assessment. California.
Ghadampour, E., & Keshtiaray, N. (2013). Learning style priorities and its role in critical thinking disposition among nursing school students in Mashhad University of medical sciences. Iranian Journal of Medical Education. Retrieved from http://ijme.mui.ac.ir/browse.php?a_id=2547&sid=1&slc_lang=en&ppup=
Hajhosseiny, M. (2012). The Effect of Dialogic Teaching on Students’ Critical Thinking Disposition. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1358–1368. https://doi.org/10.1016/j.sbspro.2012.12.073
Hammer, D. (1997). Discovery Learning and Discovery Teaching, 15(4), 485–529.
Heidari, M., & Ebrahimi, P. (2016). Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students. Journal of Critical Care Medicine. ncbi.nlm.nih.gov. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/pmc5073772/
Jatmiko, B., Prahani, B. K., & Munasir, S. (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. Retrieved from https://search.proquest.com/openview/08d81f1b57ff852819ca0dfc123ed5e7/1?pq-origsite=gscholar&cbl=4477238
Jong, T. De, & Joolingen, W. Van. (2007). Scientific discovery learning with computer simulations To cite this version : HAL Id : hal-00190680. Review of Educational Research, SAGE Publications, 68, 179–202.
Jufriadi, A., & Andinisari, R. (2020). JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept. Momentum: Physics Education Journal, 4(2), 94–101. https://doi.org/10.21067/mpej.v4i2.4669
Jufriadi, A., Ayu, H. D., & Pratiwi, H. Y. (2019). Developing E-Scaffolding Integrated with E- Assessment to Improve Student ’ s Mastery of Concept, 287(Icesre 2018), 176–179.
Kardkarnklai, U. (2015). Hybrid Learning designed and Effective Components of E-Learning in English Writing Course. Silpakorn University Journal.
Katz, I. R. (2014). Information and Communication Technology ( ICT ) Literacy : Integration and Assessment in Higher Education Information and Communication Technology ( ICT ) Literacy : Integration and Assessment in Higher Education, (August 2013).
Koretsky, M., Kelly, C., & Gummer, E. (2011). Student perceptions of learning in the laboratory: Comparison of industrially situated virtual laboratories to capstone physical laboratories. Journal of Engineering …. https://doi.org/10.1002/j.2168-9830.2011.tb00026.x
Kumar, T. S. (2021). Construction of hybrid deep learning model for predicting children behavior based on their emotional reaction. Journal of Information Technology. irojournals.com. Retrieved from https://irojournals.com/itdw/V3/I1/04.pdf
Lian, J., & He, F. (2013). Improved performance of students instructed in a hybrid PBL format. Biochemistry and Molecular Biology Education, 41(1), 5–10. https://doi.org/10.1002/bmb.20666
Liang, J. (2021). Current State of Art Design Education in Colleges and a New Hybrid Learning Mode. Journal of Emerging Technologies in Learning. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=18630383&AN=152297805&h=tHDDhJMDiySIqhJ1bwimhJ7l8weCc%2BL76pRU9UqfFMpwzpvRXxi1%2FYcbQFXgcCWNW7waRXpWmhe%2BTF3oZm9SVQ%3D%3D&crl=c
Mahmudah, R. (2019). The influence pf TSOI hybrid learning model to physic learning outcomes in SMA Islam Athirah Bukit Baruga Makassar. Journal of Physics: Conference Series. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1321/3/032088/meta
Mayer, R. E. (2004a). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14.
Mayer, R. E. (2004b). Should There Be a Three-Strikes Rule Against Pure The Case for Guided Methods of Instruction, 59(1), 14–19. https://doi.org/10.1037/0003-066X.59.1.14
Mclean, C. L. (2005). Evaluating Critical Thinking Skills : Two Conceptualizations, 20(2), 1–20.
Nakano, T. C., & Wechsler, S. M. (2018). Creativity and innovation: Skills for the 21stcentury | Criatividade e inovação: Competências para o século XXI. Estudos de Psicologia (Campinas), 35(3), 237–246. https://doi.org/10.1590/1982-02752018000300002
Nantha, C., Pimdee, P., & Sitthiworachart, J. (2022). A Quasi-Experimental Evaluation of Classes Using Traditional Methods, Problem-Based Learning, and Flipped Learning to Enhance Thai Student-Teacher Problem-Solving Skills and Academic Achievement. International Journal of Emerging Technologies in Learning, 17(14), 20–38. https://doi.org/10.3991/ijet.v17i14.30903
Nkambou, R., Fournier-viger, P., & Mephu, E. (2011). Knowledge-Based Systems Learning task models in ill-defined domain using an hybrid knowledge discovery framework. Elsevier, 24, 176–185. https://doi.org/10.1016/j.knosys.2010.08.002
O’Connell, S. D., & Lang, G. (2018). Can personalized nudges improve learning in hybrid classes? Experimental evidence from an introductory undergraduate course. Journal of Research on Technology in …. https://doi.org/10.1080/15391523.2017.1408438
Ora, A., Sahatcija, R., & Ferhataj, A. (2018). Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning. Mediterranean Journal of Social Sciences, 9(1), 137–148. https://doi.org/10.2478/mjss-2018-0013
Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning. https://doi.org/10.1111/j.1365-2729.2011.00447.x
Park, J. W., Kim, C. J., Kim, Y. S., & Yoo, M. S. (2012). Impact of critical thinking disposition, general self-efficacy, and leadership on clinical competence in nursing students. Korean Journal of Adult Nursing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=2005727X&AN=90473768&h=2U%2Fne8GVNiEMYfF1sxFwUZmlnFiA3hra%2FrIAr7GYXmTukgvF2ejAJOlecl5XZcnios7u9D5arwbTvpCYifCipA%3D%3D&crl=c
Patmanthara, S., & Hidayat, W. N. (2018). Improving vocational high school students digital literacy skill through blended learning model. Journal of Physics: Conference Series. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1028/1/012076/meta
Pratiwi, H. Y., Sundaygara, C., Setyowati, T., Ayu, H. D., Hudha, M. N., Ika, Y., & Sujito, S. (2021). Analysis skill of critical thinking on Newton Law Topics using Argument Based Science Inquiry (ABSI) model. Journal of Physics: Conference Series, 1869(1). https://doi.org/10.1088/1742-6596/1869/1/012151
Putri, A., Roza, Y., & Maimunah, M. (2020). Development of learning tools with the discovery learning model to improve the critical thinking ability of mathematics. Journal of Educational. Retrieved from https://jes.ejournal.unri.ac.id/index.php/JES/article/view/7935
Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M., & Guzmán, K. (2013). “Dialogic scaffolding”: Enhancing learning and understanding in collaborative contexts. Learning, Culture and Social Interaction, 2(1), 11–21. https://doi.org/10.1016/j.lcsi.2012.12.003
Rorimpandey, W. H. F., & Midun, H. (2021). Effect of Hybrid Learning Strategy and Self-Efficacy on Learning Outcomes. Journal of Hunan University Natural. Retrieved from http://jonuns.com/index.php/journal/article/view/672
Saputra, M. D., Joyoatmojo, S., & Wardani, D. K. (2019). Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model. International Journal of Adult Education. Retrieved from https://eric.ed.gov/?id=EJ1201249
Sothayapetch, P., & Lavonen, J. (2022). Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland. Eurasia Journal of Mathematics, Science and Technology Education, 18(7). https://doi.org/10.29333/ejmste/12118
Syahmel, S., & Jumadi, J. (2019). Discovery Learning using Multiple Representation model for enhancing scientific processing and critical thinking skills of the students, 5(2), 180–194.
Tsai, A. (2011). A hybrid e-learning model incorporating some of the principal learning theories. … Behavior and Personality: An International Journal. Retrieved from https://www.ingentaconnect.com/content/sbp/sbp/2011/00000039/00000002/art00001
Utami, B., Saputro, S., Ashadi, A., & Masykuri, M. (2017). Critical thinking skills profile of high school students in learning chemistry. International Journal for Educational and Vocational Studies. researchgate.net. Retrieved from https://www.researchgate.net/profile/Budi-Utami/publication/316031301_Critical_thinking_skills_profile_of_high_school_students_in_learning_chemistry/links/58edbe22458515c4aa50fa25/Critical-thinking-skills-profile-of-high-school-students-in-learning-chemis
Wahyudi, R., & Rukmini, D. (2019). Developing Discovery Learning-Based Assessment Module to Stimulate Critical Thinking and Creativity of Students’ Speaking Performance. English Education Journal. Retrieved from https://journal.unnes.ac.id/sju/index.php/eej/article/view/28992
Wu, L., Kim, M., & Markauskaite, L. (2020). Developing young children’s empathic perception through digitally mediated interpersonal experience: Principles for a hybrid design of empathy games. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12918
Yuliani, K., & Saragih, S. (2015). The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students. Journal of Education and Practice. Retrieved from https://eric.ed.gov/?id=EJ1078880
Yusuf, T. M., & Koeshandayanto, S. (2018). ICT Literacy and Problem Solving Skill of Senior High School, 6(3), 88–93.
Abdulhak, I., Djohar, A., & Wahyudin, D. (2018). The Development of Hybrid Learning Curriculum Model for Improving Teachers Competencies in Teacher Education Institutions in Indonesia and South Korea, 3(1), 31–35.
Ataie, E., Evangelinou, A., & Gianniti, E. (2021). A Hybrid Machine Learning Approach for Performance Modeling of Cloud-Based Big Data Applications. … Computer Journal. https://doi.org/10.1093/comjnl
Ayu, H. D., Jufriadi, A., Mustika, S. E., Kurniawati, M., Pratiwi, H. Y., Sundaygara, C., & Hudha, M. N. (2021). How to Learn Oscillation and Wave in SAMR Framework? Journal of Physics: Conference Series, 1869(1). https://doi.org/10.1088/1742-6596/1869/1/012160
Ayu, H. D., Saputro, S., Sarwanto, S., & Mulyani, S. (2023). Reshaping Technology-based Projects and Their Exploration of Creativity. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), 2217. https://doi.org/10.29333/ejmste/12814
Bruner, J. S. (1961). the-act-of-discovery-bruner1.pdf. Springer, Berlin, Heidelberg.
Cáceres, M., Nussbaum, M., & Ortiz, J. (2020). Integrating Critical Thinking into The Classroom: A Teacher’s Perspective. Thinking Skills and Creativity, 37, 100674. https://doi.org/10.1016/j.tsc.2020.100674
Carrió, M., Larramona, P., & Baños, J. E. (2011). The effectiveness of the hybrid problem-based learning approach in the teaching of biology: a comparison with lecture-based learning. Journal of Biological Education. https://doi.org/10.1080/00219266.2010.546011
Carvalho, C., Fiuza, E., & Conboy, J. (2015). Critical thinking, real life problems and feedback in the sciences classroom. Journal of Turkish Science Education. Retrieved from http://www.tused.org/index.php/tused/article/view/416
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online. Retrieved from https://eric.ed.gov/?id=EJ1051042
Colley, H., & Guéry, F. (2015). Understanding new hybrid professions: Bourdieu, illusio and the case of public service interpreters. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2014.991277
Crawford, R., & Jenkins, L. (2017). Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment. Australasian Journal of Educational Technology. Retrieved from https://ajet.org.au/index.php/AJET/article/view/2924
Cydis, S. (2015). Authentic instruction and technology literacy. Journal of Learning Design. Retrieved from https://eric.ed.gov/?id=EJ1060125
Dhina, M. A., Hadisoebroto, G., & Mubaroq, S. R. (2019). Development of E-Practicum Module for Pharmacy Physics Learning. Momentum: Physics Education Journal, 3(2), 95–102. https://doi.org/10.21067/mpej.v3i2.3763
Ding, L. (2019). Theoretical perspectives of quantitative physics education research. Physical Review Physics Education Research, 15(2), 20101. https://doi.org/10.1103/PhysRevPhysEducRes.15.020101
Facione, P. A. (2011). Critical Thinking : What It Is and Why It Counts. Insight assessment. California.
Ghadampour, E., & Keshtiaray, N. (2013). Learning style priorities and its role in critical thinking disposition among nursing school students in Mashhad University of medical sciences. Iranian Journal of Medical Education. Retrieved from http://ijme.mui.ac.ir/browse.php?a_id=2547&sid=1&slc_lang=en&ppup=
Hajhosseiny, M. (2012). The Effect of Dialogic Teaching on Students’ Critical Thinking Disposition. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1358–1368. https://doi.org/10.1016/j.sbspro.2012.12.073
Hammer, D. (1997). Discovery Learning and Discovery Teaching, 15(4), 485–529.
Heidari, M., & Ebrahimi, P. (2016). Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students. Journal of Critical Care Medicine. ncbi.nlm.nih.gov. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/pmc5073772/
Jatmiko, B., Prahani, B. K., & Munasir, S. (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. Retrieved from https://search.proquest.com/openview/08d81f1b57ff852819ca0dfc123ed5e7/1?pq-origsite=gscholar&cbl=4477238
Jong, T. De, & Joolingen, W. Van. (2007). Scientific discovery learning with computer simulations To cite this version : HAL Id : hal-00190680. Review of Educational Research, SAGE Publications, 68, 179–202.
Jufriadi, A., & Andinisari, R. (2020). JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept. Momentum: Physics Education Journal, 4(2), 94–101. https://doi.org/10.21067/mpej.v4i2.4669
Jufriadi, A., Ayu, H. D., & Pratiwi, H. Y. (2019). Developing E-Scaffolding Integrated with E- Assessment to Improve Student ’ s Mastery of Concept, 287(Icesre 2018), 176–179.
Kardkarnklai, U. (2015). Hybrid Learning designed and Effective Components of E-Learning in English Writing Course. Silpakorn University Journal.
Katz, I. R. (2014). Information and Communication Technology ( ICT ) Literacy : Integration and Assessment in Higher Education Information and Communication Technology ( ICT ) Literacy : Integration and Assessment in Higher Education, (August 2013).
Koretsky, M., Kelly, C., & Gummer, E. (2011). Student perceptions of learning in the laboratory: Comparison of industrially situated virtual laboratories to capstone physical laboratories. Journal of Engineering …. https://doi.org/10.1002/j.2168-9830.2011.tb00026.x
Kumar, T. S. (2021). Construction of hybrid deep learning model for predicting children behavior based on their emotional reaction. Journal of Information Technology. irojournals.com. Retrieved from https://irojournals.com/itdw/V3/I1/04.pdf
Lian, J., & He, F. (2013). Improved performance of students instructed in a hybrid PBL format. Biochemistry and Molecular Biology Education, 41(1), 5–10. https://doi.org/10.1002/bmb.20666
Liang, J. (2021). Current State of Art Design Education in Colleges and a New Hybrid Learning Mode. Journal of Emerging Technologies in Learning. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=18630383&AN=152297805&h=tHDDhJMDiySIqhJ1bwimhJ7l8weCc%2BL76pRU9UqfFMpwzpvRXxi1%2FYcbQFXgcCWNW7waRXpWmhe%2BTF3oZm9SVQ%3D%3D&crl=c
Mahmudah, R. (2019). The influence pf TSOI hybrid learning model to physic learning outcomes in SMA Islam Athirah Bukit Baruga Makassar. Journal of Physics: Conference Series. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1321/3/032088/meta
Mayer, R. E. (2004a). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14.
Mayer, R. E. (2004b). Should There Be a Three-Strikes Rule Against Pure The Case for Guided Methods of Instruction, 59(1), 14–19. https://doi.org/10.1037/0003-066X.59.1.14
Mclean, C. L. (2005). Evaluating Critical Thinking Skills : Two Conceptualizations, 20(2), 1–20.
Nakano, T. C., & Wechsler, S. M. (2018). Creativity and innovation: Skills for the 21stcentury | Criatividade e inovação: Competências para o século XXI. Estudos de Psicologia (Campinas), 35(3), 237–246. https://doi.org/10.1590/1982-02752018000300002
Nantha, C., Pimdee, P., & Sitthiworachart, J. (2022). A Quasi-Experimental Evaluation of Classes Using Traditional Methods, Problem-Based Learning, and Flipped Learning to Enhance Thai Student-Teacher Problem-Solving Skills and Academic Achievement. International Journal of Emerging Technologies in Learning, 17(14), 20–38. https://doi.org/10.3991/ijet.v17i14.30903
Nkambou, R., Fournier-viger, P., & Mephu, E. (2011). Knowledge-Based Systems Learning task models in ill-defined domain using an hybrid knowledge discovery framework. Elsevier, 24, 176–185. https://doi.org/10.1016/j.knosys.2010.08.002
O’Connell, S. D., & Lang, G. (2018). Can personalized nudges improve learning in hybrid classes? Experimental evidence from an introductory undergraduate course. Journal of Research on Technology in …. https://doi.org/10.1080/15391523.2017.1408438
Ora, A., Sahatcija, R., & Ferhataj, A. (2018). Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning. Mediterranean Journal of Social Sciences, 9(1), 137–148. https://doi.org/10.2478/mjss-2018-0013
Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning. https://doi.org/10.1111/j.1365-2729.2011.00447.x
Park, J. W., Kim, C. J., Kim, Y. S., & Yoo, M. S. (2012). Impact of critical thinking disposition, general self-efficacy, and leadership on clinical competence in nursing students. Korean Journal of Adult Nursing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=2005727X&AN=90473768&h=2U%2Fne8GVNiEMYfF1sxFwUZmlnFiA3hra%2FrIAr7GYXmTukgvF2ejAJOlecl5XZcnios7u9D5arwbTvpCYifCipA%3D%3D&crl=c
Patmanthara, S., & Hidayat, W. N. (2018). Improving vocational high school students digital literacy skill through blended learning model. Journal of Physics: Conference Series. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1028/1/012076/meta
Pratiwi, H. Y., Sundaygara, C., Setyowati, T., Ayu, H. D., Hudha, M. N., Ika, Y., & Sujito, S. (2021). Analysis skill of critical thinking on Newton Law Topics using Argument Based Science Inquiry (ABSI) model. Journal of Physics: Conference Series, 1869(1). https://doi.org/10.1088/1742-6596/1869/1/012151
Putri, A., Roza, Y., & Maimunah, M. (2020). Development of learning tools with the discovery learning model to improve the critical thinking ability of mathematics. Journal of Educational. Retrieved from https://jes.ejournal.unri.ac.id/index.php/JES/article/view/7935
Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M., & Guzmán, K. (2013). “Dialogic scaffolding”: Enhancing learning and understanding in collaborative contexts. Learning, Culture and Social Interaction, 2(1), 11–21. https://doi.org/10.1016/j.lcsi.2012.12.003
Rorimpandey, W. H. F., & Midun, H. (2021). Effect of Hybrid Learning Strategy and Self-Efficacy on Learning Outcomes. Journal of Hunan University Natural. Retrieved from http://jonuns.com/index.php/journal/article/view/672
Saputra, M. D., Joyoatmojo, S., & Wardani, D. K. (2019). Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model. International Journal of Adult Education. Retrieved from https://eric.ed.gov/?id=EJ1201249
Sothayapetch, P., & Lavonen, J. (2022). Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland. Eurasia Journal of Mathematics, Science and Technology Education, 18(7). https://doi.org/10.29333/ejmste/12118
Syahmel, S., & Jumadi, J. (2019). Discovery Learning using Multiple Representation model for enhancing scientific processing and critical thinking skills of the students, 5(2), 180–194.
Tsai, A. (2011). A hybrid e-learning model incorporating some of the principal learning theories. … Behavior and Personality: An International Journal. Retrieved from https://www.ingentaconnect.com/content/sbp/sbp/2011/00000039/00000002/art00001
Utami, B., Saputro, S., Ashadi, A., & Masykuri, M. (2017). Critical thinking skills profile of high school students in learning chemistry. International Journal for Educational and Vocational Studies. researchgate.net. Retrieved from https://www.researchgate.net/profile/Budi-Utami/publication/316031301_Critical_thinking_skills_profile_of_high_school_students_in_learning_chemistry/links/58edbe22458515c4aa50fa25/Critical-thinking-skills-profile-of-high-school-students-in-learning-chemis
Wahyudi, R., & Rukmini, D. (2019). Developing Discovery Learning-Based Assessment Module to Stimulate Critical Thinking and Creativity of Students’ Speaking Performance. English Education Journal. Retrieved from https://journal.unnes.ac.id/sju/index.php/eej/article/view/28992
Wu, L., Kim, M., & Markauskaite, L. (2020). Developing young children’s empathic perception through digitally mediated interpersonal experience: Principles for a hybrid design of empathy games. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12918
Yuliani, K., & Saragih, S. (2015). The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students. Journal of Education and Practice. Retrieved from https://eric.ed.gov/?id=EJ1078880
Yusuf, T. M., & Koeshandayanto, S. (2018). ICT Literacy and Problem Solving Skill of Senior High School, 6(3), 88–93.
Authors
Aji, S. D., Ayu, H. D., Rosita, M., & Prawira, C. A. (2024). Hybrid discovery learning: Solutions for optimizing students’ critical thinking and ICT skills on temperature fluctuations material. Momentum: Physics Education Journal, 8(1), 65–74. https://doi.org/10.21067/mpej.v8i1.8581
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