PROMOTING STUDENTS’ MOTIVATION AND CRITICAL THINKING SKILL THROUGH PROJECT BASED LEARNING-SCAFFOLDED INVERSE BLENDED LEARNING

Abstract

The study aims to investigate the effect project based learning-scaffolded inverse blended learning (PjBL-SIBL) on students’ motivation and critical thinking skill of acid base topic. This quasi-experimental study used pretest-posttest design. There were 35 students of 11th grade selected for experimental and control class. Random sampling was used to select the students. The experimental class implemented project based learning-scaffolded inverse blended learning, while the control class applied scientific approach that used in Indonesian National Curriculum. The acid base critical thinking skill test consisted of 10 items open-ended questions and 25 items of motivation’s questionnaire. These instruments were validated by a group of experts to ensure the content validity. Furthermore, the empirical test of this instrument was applied to 144 students and it showed have good validity and reliability. MANOVA was used to analyze the data of this study. The results indicated a statistically significant difference between the motivation and critical thinking skill levels simultaneously of the experimental and control groups. Thus, due to its potential improving the students’ motivation and critical thinking skill levels, the implementation of PjBL-SIBL is suggested in chemistry learning.