FOSTERING STUDENTS’ LOGICAL THINKING ABILITY AS ONE OF THE 21ST CENTURY SKILLS THROUGH THE BLENDED LEARNING AIDED BY GOOGLE CLASSROOM
DOI:
https://doi.org/10.12928/fundadikdas.v4i1.3208Keywords:
Logical Thinking Ability, Blended Learning, Google Classroom, the 21st Century SkillsAbstract
The 21st Century skills are a challenge in the science and technology sector in addition to just being excelled in academic performance. Therefore, it is important to innovate the learning process of natural science into learning that refers to the development of 21st-century skills. Digital Age Literacy is one of the 21st Century skills, which requires the ability to have logical thinking ability as the core of digital-age literacy. Then, this study aimed to analyze the influence of natural science learning aided by google classroom media to fostering students’ logical thinking ability. This study was conducted by using a quasi-experimental study with a pretest-posttest non-equivalent control group design. Sampling was done using a simple random sampling technique. There were two classes in this study which had 77 participants consisting of 38 students as an experimental class and 39 students as a control class. The researcher collected the data of logical thinking ability using the instrument of logical thinking ability that has been tested for its validity and reliability. The analysis of data employed a t-test using SPSS 21. The results indicated that t-count > t-table (2.67 < 1.99) and p-value = 0.021 <0.05. It could be concluded that the natural science learning aided by google classroom media resulted in a significant influence on students' logical thinking ability. The result of the analysis could be used by educators for evaluating natural science learning, especially in elementary school in order to encourage the quality of students' logical thinking ability.References
Andriani, S., Nurlaelah, E., & Yulianti, K. (2019). The effect of process oriented guided inquiry learning (POGIL) model toward students’ logical thinking ability in mathematics. Journal of Physics: Conference Series, 1157, 042108. doi: 10.1088/1742-6596/1157/4/042108
Arikunto, S. (2010). Metode peneltian. In Jakarta: Rineka Cipta.
Çığrık, E., & Ergül, R. (2010). The investion effect of using WebQuest on logical thinking ability in science education. Procedia - Social and Behavioral Sciences, 2(2), 4918–4922. doi: 10.1016/j.sbspro.2010.03.795
Eryilmaz, M. (2015). The Effectiveness Of Blended Learning Environments. Contemporary Issues in Education Research (CIER), 8(4), 251–256. doi: 10.19030/cier.v8i4.9433
Fauzan, F., & Arifin, F. (2019). The Effectiveness of Google Classroom Media on the Students’ Learning Outcomes of Madrasah Ibtidaiyah Teacher Education Department. Al Ibtida: Jurnal Pendidikan Guru MI, 6(2), 271. doi: 10.24235/al.ibtida.snj.v6i2.5149
Fiorella, L., & Mayer, R. E. (2016). Eight Ways to Promote Generative Learning. Educational Psychology Review, 28(4), 717–741. doi: 10.1007/s10648-015-9348-9
Heggart, K., & Yoo, J. (2018). Getting the Most from Google Classroom: A Pedagogical Framework for Tertiary Educators. Australian Journal of Teacher Education, 43(3), 140–153. doi: 10.14221/ajte.2018v43n3.9
Maharani, A., & Laelasari, L. (2017). Experimentation of SPICES learning strategies with the method of problem based learning (PBL) to build motivation and the ability to think logically for vocational school students. Infinity Journal, 6(2), 149–156.
Murtikusuma, R. P., Hobri, Fatahillah, A., Hussen, S., Prasetyo, R. R., & Alfarisi, M. A. (2019). Development of blended learning based on Google Classroom with osing culture theme in mathematics learning. Journal of Physics: Conference Series, 1165, 012017. doi: 10.1088/1742-6596/1165/1/012017
Pappas, C. (2015). Blended learning advantages and disadvantages in corporate training. Retrieved September, 6, 2016.
Pezzuti, L., Artistico, D., Chirumbolo, A., Picone, L., & Dowd, S. M. (2014). The relevance of logical thinking and cognitive style to everyday problem solving among older adults. Learning and Individual Differences, 36, 218–223. doi: 10.1016/j.lindif.2014.07.011
Pilegard, C., & Fiorella, L. (2016). Helping students help themselves: Generative learning strategies improve middle school students’ self-regulation in a cognitive tutor. Computers in Human Behavior, 65, 121–126. doi: 10.1016/j.chb.2016.08.020
Riyanti, H., Suciati, S., & Karyanto, P. (2018). The Effectiveness of Generative Learning Model to Enhance Students’ Logical-Thinking Ability in Science Learning. Edusains, 10(2), 309–318. doi: 10.15408/es.v10i2.9044
Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). Google classroom as a tool for active learning. 020069. doi: 10.1063/1.4960909
Toharudin, U., Hendrawati, S., & Rustaman, A. (2011). Membangun literasi sains peserta didik. In Bandung: Humaniora.
Arikunto, S. (2010). Metode peneltian. In Jakarta: Rineka Cipta.
Çığrık, E., & Ergül, R. (2010). The investion effect of using WebQuest on logical thinking ability in science education. Procedia - Social and Behavioral Sciences, 2(2), 4918–4922. doi: 10.1016/j.sbspro.2010.03.795
Eryilmaz, M. (2015). The Effectiveness Of Blended Learning Environments. Contemporary Issues in Education Research (CIER), 8(4), 251–256. doi: 10.19030/cier.v8i4.9433
Fauzan, F., & Arifin, F. (2019). The Effectiveness of Google Classroom Media on the Students’ Learning Outcomes of Madrasah Ibtidaiyah Teacher Education Department. Al Ibtida: Jurnal Pendidikan Guru MI, 6(2), 271. doi: 10.24235/al.ibtida.snj.v6i2.5149
Fiorella, L., & Mayer, R. E. (2016). Eight Ways to Promote Generative Learning. Educational Psychology Review, 28(4), 717–741. doi: 10.1007/s10648-015-9348-9
Heggart, K., & Yoo, J. (2018). Getting the Most from Google Classroom: A Pedagogical Framework for Tertiary Educators. Australian Journal of Teacher Education, 43(3), 140–153. doi: 10.14221/ajte.2018v43n3.9
Maharani, A., & Laelasari, L. (2017). Experimentation of SPICES learning strategies with the method of problem based learning (PBL) to build motivation and the ability to think logically for vocational school students. Infinity Journal, 6(2), 149–156.
Murtikusuma, R. P., Hobri, Fatahillah, A., Hussen, S., Prasetyo, R. R., & Alfarisi, M. A. (2019). Development of blended learning based on Google Classroom with osing culture theme in mathematics learning. Journal of Physics: Conference Series, 1165, 012017. doi: 10.1088/1742-6596/1165/1/012017
Pappas, C. (2015). Blended learning advantages and disadvantages in corporate training. Retrieved September, 6, 2016.
Pezzuti, L., Artistico, D., Chirumbolo, A., Picone, L., & Dowd, S. M. (2014). The relevance of logical thinking and cognitive style to everyday problem solving among older adults. Learning and Individual Differences, 36, 218–223. doi: 10.1016/j.lindif.2014.07.011
Pilegard, C., & Fiorella, L. (2016). Helping students help themselves: Generative learning strategies improve middle school students’ self-regulation in a cognitive tutor. Computers in Human Behavior, 65, 121–126. doi: 10.1016/j.chb.2016.08.020
Riyanti, H., Suciati, S., & Karyanto, P. (2018). The Effectiveness of Generative Learning Model to Enhance Students’ Logical-Thinking Ability in Science Learning. Edusains, 10(2), 309–318. doi: 10.15408/es.v10i2.9044
Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). Google classroom as a tool for active learning. 020069. doi: 10.1063/1.4960909
Toharudin, U., Hendrawati, S., & Rustaman, A. (2011). Membangun literasi sains peserta didik. In Bandung: Humaniora.
Downloads
Published
2021-03-15
How to Cite
Riyanti, H., & Nurhasana, P. D. (2021). FOSTERING STUDENTS’ LOGICAL THINKING ABILITY AS ONE OF THE 21ST CENTURY SKILLS THROUGH THE BLENDED LEARNING AIDED BY GOOGLE CLASSROOM. Jurnal Fundadikdas (Fundamental Pendidikan Dasar), 4(1), 32–37. https://doi.org/10.12928/fundadikdas.v4i1.3208
Issue
Section
Articles
License
Authors who publish with Jurnal Fundadikdas (Fundamental Pendidikan Dasar) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
