The Effect of Interactive Blended-Problem Based Learning Assisted Virtual Classroom on Critical Thinking Skills of Students of The Society Era 5.0

Muhammad Naufal Islam, Sumarmi Sumarmi, Alfyananda Kurnia Putra, Pratiwi Sugiyati, Sabrina Salsabilah


Students in society 5.0 era education are directed to have adaptive and reactive response patterns to change through effective synergy as domain systems inaccessibility to technology in developing their skills actively and independently through critical thinking skills. Critical thinking skills as a cognitive domain in identifying, analyzing, and thinking of practical and creative ways to solve problems are needed to develop in the era of global society 5.0. Therefore, teachers are required to design learning processes that can accommodate student competencies in the era of society 5.0, one of which is the implementation of the innovative Interactive Blended Problem-Based Learning (IBPBL) learning model. This study aims to determine the effect of Interactive Blended Problem-Based Learning (IBPBL) assisted by Virtual Classroom on students' critical thinking skills. This type of research is a quasi-experimental study using a posttest-only control group design. The sample in this study used 72 students in class X IPS 2 (n = 36 control class) and X IPS 3 (n = 36 experimental class), Specializing in Social Sciences, SMAN 1 Tempeh, Lumajang Regency, East Java. The data analysis technique used the independent t-test hypothesis test to determine the significance value of the difference in the average treatment given to both the control and experimental classes. The results showed an effect of Interactive Blended Problem-Based Learning (IBPBL) assisted by Virtual Classroom on the critical thinking skills of students with Sig. (2-tailed) 0.000.


Interactive Blended Problem-Based Learning; Virtual Classroom; Critical thinking skills

Full Text:



Altıok, S., Başer, Z., & Yükseltürk, E. (2019). Enhancing metacognitive awareness of undergraduates through using an e-educational video environment. Computers and Education, 139.

Aquino, K. C., & BuShell, S. (2020). Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment. Journal of Continuing Higher Education, 68(2).

Bahri, A., Idris, I. S., Muis, H., Arifuddin, M., & Fikri, M. J. N. (2020). Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning. International Journal of Instruction, 14(1).

Baszuk, P. A., & Heath, M. L. (2020). Using Kahoot! to increase exam scores and engagement. Journal of Education for Business, 95(8).

Bloom, L. A., & Doss, K. (2020). Using Technology to Foster Creative and Critical Thinking in the Classroom. In Research Anthology on Developing Critical Thinking Skills in Students.

Carolina Torres Escobar, A. (2021). Enhancing Self-Regulation and Metacognition in Online Learning. In Education in Childhood [Working Title].

Chang, C.-Y., Kao, C.-H., & Hwang, G.-J. (2020). Facilitating Students’ Critical Thinking and Decision Making Performances. Educational Technology & Society, 23(2).

Dexter, S., Francisco, A., & Luke Luna, C. (2021). Five leading-edge K-12 districts’ decision-making processes for EdTech innovations. Journal of Educational Administration, 59(3).

Dinata, P. A. C., Suparwoto, S., & Sari, D. K. (2020). Problem-Based Online Learning Assissted by Whatsapp to Facilitate The Scientific Learning of 2013 Curriculum. Berkala Ilmiah Pendidikan Fisika, 8(1).

Dolan, A. M., Waldron, F., Pike, S., & Greenwood, R. (2014). Student teachers’ reflections on prior experiences of learning geography. International Research in Geographical and Environmental Education, 23(4), 314–330.

Duma, L., & Monda, E. (2013). Impact of ICT based education on the information society. Journal of Futures Studies, 18(1).

Effendi, H., & Hendriyani, Y. (2020). The Conceptual and Hypothetical Model of Interactive Blended Problem Based Learning. JPI (Jurnal Pendidikan Indonesia), 8(2).

Ennis, R. H. (1996). Critical Thinking Dispositions: Their Nature and Assessability. Informal Logic, 18(2).

Fitri Rahmawati, B., Zidni, & Suhupawati. (2020). Learning by Google Classroom in Students’ Perception. Journal of Physics: Conference Series, 1539(1).

Fu, B., Damer, N., Kirchbuchner, F., & Kuijper, A. (2020). Sensing technology for human activity recognition: A comprehensive survey. IEEE Access, 8.

Gladden, M. E. (2019). Who will be the members of Society 5.0? Towards an anthropology of technologically posthumanized future societies. Social Sciences, 8(5).

Guo, Q., Wang, X., Wu, Y., Yu, Z., Liang, D., Hu, X., & Luo, P. (2020). Online knowledge distillation via collaborative learning. Proceedings of the IEEE Computer Society Conference on Computer Vision and Pattern Recognition.

Harshman, J. (2016). Critical Global Competence and the C3 in Social Studies Education. The Social Studies, 107(5).

Hintermann, C., Bergmeister, F. M., & Kessel, V. A. (2020). Critical Geographic Media Literacy in Geography Education: Findings from the MiDENTITY Project in Austria. Journal of Geography, 119(4).

Jaedun, A. (2011). METODOLOGI PENELITIAN EKSPERIMEN. In Metodologi Penelitian Eksperimen.

Jahanian, R., & Rajabi, H. (2016). The comparison of critical thinking skills for juniors′ girl students in smart and ordinary schools. International Journal of Educational and Psychological Researches, 2(2).

Larsen, T. B., & Harrington, J. A. (2018). Developing a Learning Progression for Place. In Journal of Geography (Vol. 117, Issue 3).

Lee, J. (2020). Designing an inquiry-based field work project for students using mobile technology and its effects on students’ experience. Review of International Geographical Education Online, 10(SpecialIssue1).

Lee, J., Catling, S., Kidman, G., Bednarz, R., Krause, U., Martija, A. A., Ohnishi, K., Wilmot, D., & Zecha, S. (2021). A multinational study of authors’ perceptions of and practical approaches to writing geography textbooks. International Research in Geographical and Environmental Education, 30(1).

Legido-Quigley, H., Asgari, N., Teo, Y. Y., Leung, G. M., Oshitani, H., Fukuda, K., Cook, A. R., Hsu, L. Y., Shibuya, K., & Heymann, D. (2020). Are high-performing health systems resilient against the COVID-19 epidemic? In The Lancet (Vol. 395, Issue 10227).

Mehren, R., Rempfler, A., Buchholz, J., Hartig, J., & Ulrich-Riedhammer, E. M. (2018). System competence modelling: Theoretical foundation and empirical validation of a model involving natural, social and human-environment systems. Journal of Research in Science Teaching, 55(5).

Musthofa, P. R., & Sujadi, I. (2020). The students’ perception of the teacher’s apperception and its influence on students’ initial knowledge. Journal of Physics: Conference Series, 1465(1).

Nargundkar, S., Samaddar, S., & Mukhopadhyay, S. (2014). A guided problem-based learning (PBL) approach: Impact on critical thinking. Decision Sciences Journal of Innovative Education, 12(2).

Nugraha, M. S., Liow, R., & Evly, F. (2021). (2021). The Identification of Online Strategy Learning Results While Students Learn from Home During the Disruption of the COVID-19 Pandemic in Indonesia. Journal of Contemporary Issues in Business and Government, 27(02).

Oderinu, O. H., Adegbulugbe, I. C., Orenuga, O. O., & Butali, A. (2020). Comparison of students’ perception of problem-based learning and traditional teaching method in a Nigerian dental school. European Journal of Dental Education, 24(2).

Oktavianto, D. A., Sumarmi, & Handoyo, B. (2017). the Effect of Project-Based Learning Assisted Google Earth To Spatial Thinking Skills. Jurnal Teknodik, 21(1), 1–15.

Pereira, A. G., Lima, T. M., & Charrua-Santos, F. (2020). (2020). Industry 4.0 and Society 5.0: Opportunities and Threats. International Journal of Recent Technology and Engineering, 8(5).

Prasetya, S. P. (2018). Effect of Learning Media Variation to Increase Interest and Learning Outcomes of Geography.

Putra, A. ., Sumarmi, S., Sahrina, A., Fajrilia, A., Islam, M. N., & Yembuu, B. (2021). Effect of Mobile-Augmented Reality (MAR) in Digital Encyclopedia on The Complex Problem Solving and Attitudes of Undergraduate Student. International Journal of Emerging Technologies in Learning (IJET), 16(07).

Rahmatia Rahmatia, Ahmad Yani, N. N. (2018). IMPLEMENTATION STRATEGY OF GEOGRAPHY LEARNING PROCESS BASED ON CURRICULUM 2013 IN BACKWARD REGIONS (Case Study in Lebak Regency, Banten). SOSIO-DIDAKTIKA: Social Science Education Journal, 1(1).

Ratti, B. (2018). Geographic Knowledge. Paradigm of Society 5.0. Copyright© Nuova Cultura Italian Association of Geography Teachers Journal of Research and Didactics in Geography (J-READING, 1(7).

Rosa, A. T. R., & Mujiarto. (2020). Teacher development potential (Creativity and innovation) education management in engineering training, coaching and writing works through scientific knowledge intensive knowledge based on web research in the industrial revolution and society. International Journal of Higher Education, 9(4).

Sajidan, S., Saputro, S., Perdana, R., Atmojo, I. R. W., & Nugraha, D. A. (2020). Development of Science Learning Model towards Society 5.0: A Conceptual Model. Journal of Physics: Conference Series, 1511(1).

Saptorini, P., Abdul, M., & Binfas, M. (2021). the Evaluation of Senior High School Geography Curriculum Using Countenance ’ S Model and a. 21(April), 93–101.

Sari, R. M., Sumarmi, Astina, I. K., Utomo, D. H., & Ridhwan. (2021). Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map. International Journal of Emerging Technologies in Learning, 16(3).

Shiroishi, Y., Uchiyama, K., & Suzuki, N. (2018). Society 5.0: For Human Security and Well-Being. Computer, 51(7).

Short, M. N., & Keller-Bell, Y. (2020). Essential Skills for the 21st Century Workforce. In Research Anthology on Developing Critical Thinking Skills in Students.

Sugiyanto, S., Maryani, E., & Ruhimat, M. (2021). Development of social teaching materials based on geography literacy for increasing, critical, and creative thinking skills. IOP Conference Series: Earth and Environmental Science, 683(1).

Sugiyono, P. D. (2016). metode penelitian kuantitatif, kualitatif,dan R&D. Alfabeta, Cv.

Sujanem, R., Nyoman Putu Suwindra, I., & Suswandi, I. (2020). The Effectiveness of Problem-Based Interactive Physics E-Module on High School Students’ Critical Thinking. Journal of Physics: Conference Series, 1503(1).

Suzuki, K., Morita, S., Endo, K., Yamamoto, T., Fujii, S., Ohya, J., Masamune, K., & Sakai, S. (2021). Learning effectiveness of using augmented reality technology in central venous access procedure: an experiment using phantom and head-mounted display. International Journal of Computer Assisted Radiology and Surgery, 16(6).

Tsai, M. H., & Tang, Y. C. (2017). Learning attitudes and problem-solving attitudes for blended problem-based learning. Library Hi Tech, 35(4).

Tsang, K. K., To, H. K., & Chan, R. K. H. (2020). Nurturing the global competence of high school students in shenzhen: The impact of school-based global learning education, knowledge, and family income. KEDI Journal of Educational Policy, 17(2).

Ural, E., & Dadli, G. (2020). The Effect of Problem-based Learning on 7th-grade Students’ Environmental Knowledge, Attitudes, and Reflective Thinking Skills in Environmental Education. Journal of Education in Science, Environment and Health.

Wang, X., Men, W., Gao, J., Caramazza, A., & Bi, Y. (2020). Two Forms of Knowledge Representations in the Human Brain. Neuron, 107(2).

Wong, I. L. (2013). Developing independent learning skills for postgraduate students through blended learning environment. Journal of Cases on Information Technology, 15(1).

Yuan, K., Aftoni, A., & Çobanoğlu, Ö. (2020). The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era. Jurnal Pendidikan Teknologi Dan Kejuruan, 26(2).

Zamroni, E., Muslihati, Lasan, B. B., & Hidayah, N. (2020). Blended Learning based on Problem Based Learning to Improve Critical Thinking Ability of Prospective Counselors. Journal of Physics: Conference Series, 1539(1).




  • There are currently no refbacks.

Copyright (c) 2021 Jurnal Geografi Gea

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

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