USK Conferences, The 2nd Annual International Conference on Mathematic, Science, Technology and Education

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Development of Contextual Teaching and Learning (CTL) Worksheet based on Blended Learning to Enhance Students’ Critical Thinking
Elmi Mahzum, Fitria Herliana, Elisa Elisa, Evendi Evendi, Ngadimin Ngadimin, A. Halim, Rafita Nanda Sari

Last modified: 2023-11-06


This study aims to develop a Contextual Teaching and Learning (CTL) worksheet based on blended learning, which is appropriate for enhancing students' critical thinking skills. The study follows the Research and Development (R&D) approach, utilizing the ADDIE phases: Analysis, Design, Development, Implementation, and Evaluation. The participants in this study are educators and students of class XA at SMA Plus Al-Athiyah Banda Aceh. Data collection involves expert validation surveys, practitioner validation, teacher feedback, and student responses. The data is quantitatively described using percentage analysis, and the progress in students' critical thinking is measured using the N-gain test. The findings of the study reveal that expert validation scored an average percentage of 96.97%, indicating high suitability. Similarly, practitioner validation achieved a percentage of 90.48%, falling within the highly suitable range. The outcomes of the teacher and student questionnaires indicate strong scores, affirming the appropriateness of the CTL worksheet based on blended learning. After using the CTL worksheet based on blended learning, students' critical thinking skills improved, evidenced by an N-gain score of 0.7714, categorized as highly significant progress. Therefore, it can be deduced that the CTL worksheet based on blended learning is fitting for enhancing students' critical thinking in the subject of physics, specifically focusing on the topic of Work and Energy

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