Application of Blended Learning in Physical Education Learning for Students' Critical Thinking in High Schools

Razif Sazali, Noor Diyanah Binti Habdul Latif, Sahil Nurfahim Bin Mohd Syamsi, Nurul Syamila Binti Zakri

Abstract


The integration of Blended Learning as an instructional model has emerged as a strategic response to educational challenges during the COVID-19 pandemic, particularly in fostering critical thinking among students. This study aims to analyze the extent to which the Blended Learning model influences the development of critical thinking skills in senior high school students in Malaysia. Utilizing a quantitative descriptive approach with a survey method, the research involved 156 students selected through simple random sampling. Data were collected using a validated questionnaire and analyzed statistically to determine differences between groups. The findings reveal that students who were exposed to the Blended Learning model demonstrated significantly higher levels of critical thinking compared to those in the control group who underwent conventional learning methods. This suggests that Blended Learning not only enhances cognitive engagement but also promotes essential 21st-century life skills such as reasoning, reflection, and problem-solving. The study concludes that Blended Learning is an effective pedagogical approach for improving students' critical thinking and should be considered a valuable component in future educational practices, particularly in the context of digital and flexible learning environments. 

Keywords


blended Learning; critical thingking; physical education; high school students; online learning

Full Text:

PDF

References


Batubara, B. M. (2021). The problems of the world of education in the middle of the covid-19 pandemic. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(1), 450–457. https://doi.org/10.33258/birci.v4i1.1626

Brinthaupt, T., & Fisher, L. (2011). What the best online teachers should do. and teaching, 7(4), 515–524. http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm

Dhawan, S. (2020). Online learning: a panacea in the time of covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Espino-Díaz, L., Fernandez-Caminero, G., Hernandez-Lloret, C. M., Gonzalez-Gonzalez, H., & Alvarez- Castillo, J. L. (2020). Analyzing the impact of COVID-19 on education professionals. Toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability (Switzerland), 12(14), 1–10. https://doi.org/10.3390/su12145646

Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020). PBLPOE: A learning model to enhance students’ critical thinking skills and scientific attitudes. International Journal of Instruction, 13(2), 89–106. https://doi.org/10.29333/iji.2020.1327a

George, K., & Spyros, P. (2016). Blended learning in K-12 education : A case study for teaching athletics in physical education. In The 1st International Association for Blended Learning Conference: Blended Learning for the 21st Century Learner, May, 36–43. https://www.oapub.org/edu/index.php/ejep/article/download/3226/5862

Hadisaputra, S., Ihsan, M. S., Gunawan, & Ramdani, A. (2020). The development of chemistry learning devices based blended learning model to promote students’ critical thinking skills. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042083

Hasanah Hasanah, M. N. M. (2020). Blended learning in improving students’ critical thinking and communication skills at University. Cypriot Journal of Educational Sciences, 15(5), 1295–1306. https://doi.org/https://doi.org/10.18844/cjes.v15i5.5168

Jani, J., Muszali, R., Nathan, S., & Abdullah, M. S. (2018). Blended learning approach using frog vle platform towards. Journal of Applied and Fundamental Science, 10(5), 1130–1141. https://doi.org/10.4314/jfas.v10i5s.94

Jou, M., Lin, Y. T., & Wu, D. W. (2016). Effect of a blended learning environment on student critical thinking and knowledge transformation. Interactive Learning Environments, 24(6), 1131–1147. https://doi.org/10.1080/10494820.2014.961485

Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st- century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214

Korkmaz, O., & Karakus, U. (2009). The impact of blended learning model on student attitudes towards geography course and their critical thinking dispositions and levels. The Turkish Online Journal of Distance Education, 8(4), 51–63.

Li, X., Yang, Y., Chu, S. K. W., Zainuddin, Z., & Zhang, Y. (2020). Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong. Asia Pacific Journal of Education, 00(00), 1–17. https://doi.org/10.1080/02188791.2020.1766417

Nygaard, C., Højlt, T., & Hermansen, M. (2008). Learning-based curriculum development. Higher Education, 55(1), 33–50. https://doi.org/10.1007/s10734-006-9036-2

Prayogi, S., Yuanita, L., & Wasis. (2018). Critical-inquiry-based-learning: model of learning to promote critical thinking ability of pre-service Teachers. Journal of Physics: Conference Series, 947(1). https://doi.org/10.1088/1742-6596/947/1/012013

Putri, A., Roza, Y., & Maimunah, M. (2020). Development of learning tools with the discovery learning model to improve the critical thinking ability of mathematics. Journal of Educational Sciences, 4(1), 83. https://doi.org/10.31258/jes.4.1.p.83-92

Rasmitadila, Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388

Saputra, M. D., Joyoatmojo, S., Wardani, D. K., & Sangka, K. B. (2019). Developing critical-thinking skills through the collaboration of Jigsaw model with problem-based learning model. International Journal of Instruction, 12(1), 1077–1094. https://doi.org/10.29333/iji.2019.12169a

Simamora, R. M. (2020). The challenges of online learning during the covid-19 pandemic: an essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86–103. https://doi.org/10.46627/silet.v1i2.38

Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an Inquiry Learning Model with Science Literacy to Improve Student Critical Thinking Skills. International Journal of Instruction, 14(2), 117–138. https://doi.org/10.29333/iji.2021.1428a

Tang, K. Y., Chou, T. L., & Tsai, C. C. (2020). A Content Analysis of Computational Thinking Research: An International Publication Trends and Research Typology. Asia-Pacific Education Researcher, 29(1), 9–19. https://doi.org/10.1007/s40299-019-00442-8

Tolosa, C., East, M., & Villers, H. (2015). Motivating twenty-first-century learners: The impact of an online reciprocal peer-tutoring initiative for foreign language learning. In Motivation, Leadership and Curriculum Design: Engaging the Net Generation and 21st Century Learners. https://doi.org/10.1007/978-981-287- 230-2_11

Zain, A. R., & Jumadi. (2018). Effectiveness of guided inquiry based on blended learning in physics instruction to improve critical thinking skills of the senior high school student. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012015




DOI: https://doi.org/10.17509/jpess.v2i2.82399

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Universitas Pendidikan Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Lisensi Creative Commons
The Journal of Physical Education for Secondary School  (JPESS) is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.