E-Learning Impacts on Critical Thinking Skills in Science Learning

Abstract

Learning in the 21st-century demands learning outcomes which are relatively different to the previous ones; they are well-known as 4C (collaboration, critical thinking, creativity, and communication). The rapid development of information and communication technology makes information in various needs easier to be accessed. This new requirement drives to the needs of learning innovation development. Theory, concept and cooperative or collaborative learning practice are believed by educators to have significant benefits on the development and the enhancement of student capabilities and skills on the various educational level. This research aims to find out how online cooperative learning implemented with various applications influences the increase of critical thinking skills as one of higher order thinking skills. The research method used was quantitative research with the ANOVA method. The data used was secondary data obtained from previous analyses conducted by the researcher together with students. The research stages started by tracing the results of previous studies and re-tabulated them following variables to be researched. Next, the preconditioning test on the results obtained was done to be used on the selected statistical analysis. From the outcome of this research, it can be concluded that there is an influence of online cooperative learning implementation towards critical thinking skill enhancement of secondary school students. In this research, it appears that the highest averages of critical thinking skill score are obtained for blended learning (79.08), discussion facilitated PhET (77.03), TPS with OER (69.87) sequentially for the top three. From the deviation score, the lowest deviations are PBL using OER (6.34), discussion facilitated PhET (6.66), and blended learning (6.67) sequentially from the lowest. Besides, there is a difference of influence among various strategies of online cooperative learning. With F-test, it seems that there is a significant influence of learning strategy towards the performance or critical thinking skill score with a significant level of 5%. Blended learning has an influence which is significantly not different (0.961) to discussion facilitated PhET. PBL using OER has an impact which is significantly not different (0.134) to Student Worksheet. However, with others, the influence is significantly different on the enhancement of critical thinking skills.