Blended Learning Strategy to Improving Learning Independence and Critical Thinking Skills of Students in Digital Era
Abstract
The purpose of this study was to determine the implementation of blended learning strategies in improving learning independence and critical thinking skills of students in accounting theory courses in the second semester of the Accounting Education Study Program, Faculty of Teacher Training and Education (FKIP), Universitas Muhammadiyah Sumatera Utara (UMSU). This research is a class action research with Kemmis-Taggart model approach. This research was preceded by formulating learning tools in the form of Semester Learning Plan, teaching materials and assessment instruments as an effort to improve learning independence, students' critical thinking skills and student learning outcomes. The research stages of each cycle include: planning, action implementation, observation, and reflection. The subjects of this study were all second semester students of the morning class totalling 32 people who took accounting theory courses. Data collection methods used observation to measure the level of student learning independence and tests to measure students' critical thinking skills. Data analysis used descriptive analysis.
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DOI: https://doi.org/10.30596/miceb.v2i0.517
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