Effectiveness of Hybrid Learning Models on Critical Thinking Ability in Mathematics Grade V

Authors

  • Niki Indiya Sari Muria Kudus University, Central Java 59327, INDONESIA
  • Sri Utaminingsih Muria Kudus University, Central Java 59327, INDONESIA
  • Nur Fajrie Muria Kudus University, Central Java 59327, INDONESIA
  • Nurudeen Babatunde Bamiro Lagos State University, Lasu Main Rd., Ojo 102101, Lagos, NIGERIA

DOI:

https://doi.org/10.53797/ujssh.v2i1.7.2023

Keywords:

Hybrid learning, critical thinking ability

Abstract

This study aims to examine the effectiveness of the hybrid learning model on critical thinking skills in class V mathematics learning. The research employs an experimental approach, utilizing the Nonequivalent Control Group Design. The experimental and control groups were not randomly selected but underwent pre-testing. The experimental group was exposed to the Hybrid Learning model, while the control group received the expository model. The study was conducted at two schools, SDN Dengkek 01 (control class) and SDN Sidoharjo (experimental class), with 27 students in each group. The research used the Independent T-test and the N-Gain test for hypothesis testing. The research findings indicate that the hybrid learning approach significantly impacts the critical thinking abilities of elementary school students in mathematics. Notably, the indicator related to problem conclusion achieved the highest average of 90%, indicating that students were proficient in drawing appropriate and accurate conclusions based on the given problems.

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Published

2023-06-26

How to Cite

Sari, N. I., Utaminingsih, S., Nur Fajrie, & Bamiro, N. B. (2023). Effectiveness of Hybrid Learning Models on Critical Thinking Ability in Mathematics Grade V. Uniglobal Journal of Social Sciences and Humanities, 2(1), 44–51. https://doi.org/10.53797/ujssh.v2i1.7.2023

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