Open AccessThe Effectiveness of Hybrid Learning Model Using Ethno-STEM Approach to Develop Critical Thinking Skills (CrTS)
Author(s) -
Fine Reffiane,
Sudar min,
Wiy anto,
Sigit Saptono
Publication year - 2022
Publication title -
international journal of early childhood special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.144
H-Index - 9
ISSN - 1308-5581
DOI - 10.9756/int-jecse/v14i1.221142
Subject(s) - crts , mathematics education , population , critical thinking , psychology , empowerment , computer science , sociology , political science , demography , computer graphics (images) , law
Critical thinking skills (CrTS) are an important competency required to be taught in higher education. This research aimed to find out the Hybrid Learning model using Ethno-STEM (HLE-STEM) Approach effectiveness and practicality for empowering CrTS in the Science Education Development (PPIPA) course. The research method used in this study was a pretest-posttest control group design study with four themes in PP1PA courses. Ninety-one students were splitted into the control and experimental groups. The sample was drawn from a population of students enrolled in PPIPA courses at University of PGRI Semarang's Primary School Teacher Education Study Program for the 2020/2021 academic year. The results of the study indicated that the HLE-STEM model was practicable or applicable, as evidenced by lecturers and students’ activities belonging to good and excellent classification. The HLE-STEM model is rather effective in terms of empowerment. For even further research, The HLE-STEM model becomes another possible learning model which empowers CrTS at all school levels, particularly for providing prospective educators at the elementary school level.