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This paper explains the strategy of implementing blended learning with Google Classroom in the Covid-19 pandemic era in improving the learning independence and critical thinking skills of students in the PPKn (civic education) Lesson Planning course in Higher Education. The research subjects were the first-semester PPKn students of class 2018/2019, University of Muhammadiyah Malang. Data were collected using questionnaires, observation, documentation, assignments, and tests. The framework used was classroom action research with the KemmisTaggart cycle model. The study stages were divided into three cycles, with each cycle consisting of four steps: planning, implementing actions, observing, and reflecting—data analysis using qualitative descriptive analysis. The research findings resonate closely with other researchers in developed countries, which shows that the application of blended learning with Google Classroom has proven successful in increasing the students’ learning independence and critical thinking. Students' ability to learn independently before blended learning was 17.14%, and after the last cycle, it increased to 90.027%. Initially, students' critical thinking skills were 25.29%, which rose to 90.37% after

Strategy for Implementing Blended Learning With Google Classroom during the COVID-19 Pandemic Era in Higher Education