logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
blended li pro gp learning model critical thinking metacognitive skills opinion expression

The Effects of The Blended Project-Based Literacy that Integrates School Literacy Movement Strengthening Character Education Learning Model on Metacognitive Skills, Critical Thinking, and Opinion Expression

Yuni Pantiwati , Tuti Kusniarti , Fendy Hardian Permana , Endrik Nurrohman , Tasya Novian Indah Sari

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based .

M

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.

Keywords: Blended Li-Pro-GP learning model, critical thinking, metacognitive skills, opinion expression.

cloud_download PDF
Cite
Article Metrics
Views
557
Download
649
Citations
Crossref
2

Scopus
1

References

Abdurrahman, A., Setyaningsih, C. A., & Jalmo, T. (2019). Implementating multiple representation-based worksheet to develop critical thinking skills. Journal of Turkish Science Education, 16(1), 138–155. https://bit.ly/3HpxhkI

Adel, A., & Dayan, J. (2021). Towards an intelligent blended system of learning activities model for New Zealand institutions: An investigative approach. Humanities and Social Sciences Communications, 8(1), 1–14. https://doi.org/10.1057/s41599-020-00696-4

Afifuddin, M. (2017). Engaging literary competence through critical literacy in an EFL setting. In W. Sundayana, E. Kurniawan & A. A. Danuwijaya (Eds.), Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9) (pp. 131–134). Atlantis Press. https://doi.org/10.2991/conaplin-16.2017.28

Ahdhianto, E., Marsigit, Haryanto, & Santi, N. N. (2020). The effect of metacognitive-based contextual learning model on fifth-grade students’ problem-solving and mathematical communication skills. European Journal of Educational Research, 9(2), 753–764. https://doi.org/10.12973/eu-jer.9.2.753

Al-Mutmainnah, W., Pantiwati, Y., & Purwanti, E. (2017). Analisis penerapan GLS (gerakan literasi sekolah) di SMP Negeri 1 Batu [Analysis of the application of SLM (school literacy movement) at SMP Negeri 1 Batu]. Research Report, 2017, 180-192. https://bit.ly/3UJbxn5

Alhakim, M. F., Sariyatun, S., & Sudiyanto, S. (2018). Constructing student`s critical thinking skill through discovery learning model and contextual teaching and learning model as solution of problems in learning history. International Journal of Multicultural and Multireligious Understanding, 5(4), 175–183. https://doi.org/10.18415/ijmmu.v5i4.240

Allen, L., & Kelly, B. B. (2015). Transforming the workforce for children birth through age 8. National Academies Press. https://doi.org/10.17226/19401

Aloqaili, A. S. (2012). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University - Languages and Translation, 24(1), 35–41. https://doi.org/10.1016/j.jksult.2011.01.001

Arifa, A. B., Wibawanto, S., & Wirawan, I. M. (2018). Penerapan model pembelajaran project based learning dengan strategi metakognitif untuk meningkatkan metakognitif dan hasil belajar [Application of PBL learning model with metacognitive strategies to improve metacognitive and learning outcomes]. Jurnal Ilmiah Teknologi Infomasi Terapan, 4(3), 253–163. https://doi.org/10.33197/jitter.vol4.iss3.2018.173

Ashari, V. R., & Dwiningsih, K. (2015). Keterampilan berpendapat siswa kelas XI sma melalui penerapan metode problem solving pada materi laju reaksi [Student’s argumentation skill in XI grade with implementation of problem solving method on reaction rate matter]. Unesa Journal of Chemical Education, 4(1), 56–61. https://bit.ly/3SW6WN1

Asy’ari, M., Ikhsan, M., & Muhali. (2018). Validitas instrumen karakterisasi kemampuan metakognisi mahasiswa calon guru fisika [The validity of the metacognitive ability characterization instrument for prospective physics teacher students]. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 6(1), 18–26. https://doi.org/10.33394/j-ps.v6i1.955

Balci, M., & Soran, H. (2009). Students’ opinions on blended learning. Turkish Online Journal of Distance Education, 10(1), 21–35. https://bit.ly/3fUtCQu

Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51–59. https://bit.ly/3A7cSMD

Banat, S. M., & Pierewan, A. C. (2019). Reading literacy and metacognitive strategy for predicting academic achievement. LITERA, 18(3), 485–497. https://doi.org/10.21831/ltr.v18i3.24806

Basri, H., Purwanto, As’ari, A. R., & Sisworo. (2019). Investigating critical thinking skill of junior high school in solving mathematical problem. International Journal of Instruction, 12(3), 745–758. https://doi.org/10.29333/iji.2019.12345a

Bossuyt, P., Louis, E., Mary, J. Y., Vermeire, S., & Bouhnik, Y. (2015). Defining endoscopic remission in ileocolonic Crohn’s disease: Let’s start from Scratch. Journal of Crohn’s and Colitis, 12(10), 1245–1248. https://doi.org/10.1093/ecco-jcc/jjy097

Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD

Bustami, Y., Syafruddin, D., & Afriani, R. (2018). The implementation of contextual learning to enhance biology students’ critical thinking skills. Indonesian Journal of Science Education/Jurnal Pendidikan IPA Indonesia, 7(4), 451–457. https://doi.org/10.15294/jpii.v7i4.11721

Cahyono, C., Mulyana, D., Sukarliana, L., & Puspitasari, D. (2022). Analisis implementasi model pembelajaran Problem Based Learning dalam menumbuhkan keterampilan mengemukakan pendapat pada proses pembelajaran [Analysis of the implementation of the Problem Based Learning learning model in developing the skills of expressing opinions in the learning process]. Jurnal Ilmiah Mimbar Demokrasi, 21(2), 87–92. https://doi.org/10.21009/jimd.v21i2.25855

Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336–371. https://doi.org/10.3102/0034654310376953

Chasovy, A., & Asrizal. (2019). Pengaruh strategi metakognitif dalam pembelajaran berbasis masalah terhadap pencapaian hasil belajar fisika siswa kelas XI SMAN 4 Padang  [The influence of metacognitive strategies in problem-based learning on the achievement of physics learning outcomes for class XI students of SMAN 4 Padang]. Pillar of Physics Education: Jurnal Berkala Ilmiah Pendidikan Fisika, 12(1), 177–184. https://bit.ly/3UOSI1s

Concina, E. (2019). The role of metacognitive skills in music learning and performing: Theoretical features and educational implications. Frontiers in Psychology, 10(7), Article 1583. https://doi.org/10.3389/fpsyg.2019.01583

Dalyono, B., & Lestariningsih, E. D. (2020). Implementasi penguatan pendidikan karakter di sekolah [Implementation of strengthening character education in schools]. Bangun Rekaprima, 3(2), 33–42. https://doi.org/10.26858/pir.v3i2.14971

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Darmawan, E., Zubaidah, S., Ristanto, R. H., Zamzami, M. R. A., & Wahono, B. (2020). Simas eric learning model (SELM): Enhance student’ metacognitive skill based on the academic level. International Journal of Instruction, 13(4), 623–642. https://doi.org/10.29333/iji.2020.13439a

Dwi Apriliyanto, R., & Sholeh, M. (2019). Strategi kepala sekolah dalam gerakan literasi untuk peningkatan keterampilan berpikir kritis siswa di SD Muhammadiyah 15 Surabaya [The principal’s strategy in the literacy movement to improve students’ critical thinking skills at SD Muhammadiyah 15 Surabaya]. Inspirasi Manajemen Pendidikan, 7(1). https://bit.ly/3G2YTLw

Fajar, N., & Putri, S. K. (2020). Pengaruh penerapan service learning berbasis flipped classroom terhadap kesadaran metakognitif dan literasi sains siswa [The effect of applying flipped classroom-based service learning on students’ metacognitive awareness and scientific literacy]. BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains, 3(2), 75–84. https://doi.org/10.31539/bioedusains.v3i2.1584

Febriana, N. H. (2021). Reading literacy of students in Indonesia is still low. ResearchGate. https://bit.ly/3Dv9vjs

Firdaus, F. M. (2012). Model multiple intelligences untuk meningkatkan kreativitas berpendapat siswa dalam pembelajaran IPS di sekolah dasar [Multiple intelligences model to increase students’ creativity in social studies learning in elementary schools]. EduHumaniora: Jurnal Pendidikan Dasar, 4(1), 1–16. https://doi.org/10.4135/9781412971959.n260

Fisher, D., Yaniawati, P., & Kusumah, Y. S. (2017). The use of core model by metacognitive skill approach in developing characters junior high school students. AIP Conference Proceedings, 1868, Article 050010. https://doi.org/10.1063/1.4995137

Garcia, R. E. (2021). The relationships between metacognition and reading strategies: The case of English-majored students at a private University in Vietnam. European Journal of Educational Research, 10(4), 1907–1918. https://doi.org/10.12973/eu-jer.10.3.1561

Harta, J. (2019). Analysis of student metacognitive skills in reviewing the implementation of the chemistry curriculum in high school through project based learning. JRPK: Jurnal Riset Pendidikan Kimia, 9(2), 94–102. https://doi.org/10.21009/jrpk.092.06

Hidayati, M., Inderawati, R., & Loeneto, B. (2020). The correlations among critical thinking skills, critical reading skills and reading comprehension. English Review: Journal of English Education, 9(1), 69–80.

Hyland-Wood, B., Gardner, J., Leask, J., & Ecker, U. K. H. (2021). Toward effective government communication strategies in the era of COVID-19. Humanities and Social Sciences Communications, 8, Article 30. https://doi.org/10.1057/s41599-020-00701-w

Ichsan, A. S. (2018). Gerakan literasi sekolah di sekolah islam (sebuah analisis implementasi GLS di MI Muhammadiyah Gunungkidul) [School literacy movement in Islamic schools (an analysis of SLM implementation at MI Muhammadiyah Gunungkidul)]. Al-Bidayah : Jurnal Pendidikan Dasar Islam, 10(1), 69–88. https://doi.org/10.14421/al-bidayah.v10i1.189

Idrus, H., Dahan, H., & Abdullah, N. (2009). Challenges in the integration of soft skills in teaching technical courses: Lecturers’ perspectives. Asian Journal of University Education, 5(2), 67–81.

Insyasiska, D., Zubaidah, S., & Susilo, H. (2015). The effect of project based learning on learning motivation, creativity, critical thinking skills, and cognitive abilities of students in learning biology. Jurnal Pendidikan Biologi, 7(1), 9–21.

Joynes, C., Rossignoli, S., & Amonoo-Kuofi, E. F. (2019). 21st century skills: Evidence of issues in definition, demand and delivery for development contexts (Issue Emerging Issues Report). https://bit.ly/K4D-Report

Kanza, N. R. F., Lesmono, A. D., & Widodo, H. M. (2020). Analisis keaktifan belajar siswa menggunakan model project based learning dengan pendekatan STEM pada pembelajaran fisika materi elastisitas di kelas XI MIPA 5 SMA Negeri 2 jember [Analysis of student learning activity using a project based learning model with a STEM approach in physics learning material elasticity in Class XI MIPA 5 SMA Negeri 2 Jember]. Jurnal Pembelajaran Fisika, 9(2), 71–77. https://doi.org/10.19184/jpf.v9i1.17955

Karbalaei, A. (2011). Metacognition and reading comprehension. SciELO Analytics, 16(28), 1–23. https://bit.ly/3ULt7He

Karneli, & Hasan, R. (2019). Buku ajar berbasis PPK (Penguatan Pendidikan Karakter) melalui model pembelajaran inkuiri terbimbing untuk menumbuhkembangkan kemampuan berfikir kritis dan karakter siswa [Textbooks based on SCE (Strengthening Character Education) through guided inquiry guided to develop students' critical thinking skills and character]. Seminar Nasional SAINS Dan Enterpreneurship VI, 1(1), 1–9.

Lau, N. S. A., Setiawan, D. A., & Werdiningtiyas, R. K. (2019). Literasi verbal siswa pada keterampilan berbicara pada siswa kelas III di SDN Kebonsari 4 Malang [Students’ verbal literacy on speaking skills in third grade students at SDN Kebonsari 4 Malang]. Seminar Nasioanal PGSD UNIKAMA, 3, 197–210. https://bit.ly/3WRWPw4

Lisa, N. W. N., Sujana, I. W., & Suadnyana, I. N. (2018). Hubungan antara sikap komunikatif sebagai bagian dari pengembangan karakter dengan kompetensi inti pengetahuan IPS [The relationship between communicative attitude as part of character development with core competencies of social science knowledge]. Jurnal Penelitian Dan Pengembangan Pendidikan, 2(2), 121–128. https://doi.org/10.23887/jppp.v2i2.15391

Lukitasari, M., Hasan, R., Sukri, A., & Handhika, J. (2021). Developing student’s metacognitive ability in science through project-based learning with e-portfolio. International Journal of Evaluation and Research in Education, 10(3), 948–955. https://doi.org/10.11591/IJERE.V10I3.21370

Mahfi, F. K., Marzal, J., & Saharudin, S. (2020). Pengembangan game edutainment berbasis smartphone sebagai media pembelajaran berorientasi pada kemampuan berpikir kreatif [Development of smartphone-based edutainment games as learning media oriented to creative thinking skills]. Jurnal Pendidikan Matematika, 11(1), 39–40. https://doi.org/10.36709/jpm.v11i1.9901

Mahmud, R. (2017). The development of social learning model based on metacognitive strategies to foster mathematics self-efficacy of senior high school students 9 Makassar, Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4873–4883. https://doi.org/10.12973/eurasia.2017.00970a

Malahayati, E. N., Corebima, A. D., & Zubaidah, S. (2015). Hubungan keterampilan metakognitif dan kemampuan berpikir kritis dengan hasil belajar biologi siswa sma dalam pembelajaran problem based learning (PBL)  [The relationship between metacognitive skills and critical thinking skills with high school students’ biology learning outcomes in problem based learning (PBL) learning]. Jurnal Pendidikan Sains, 3(4), 178–185. http://bit.ly/3uAGlLJ

Marguerite, F., & Ennis, R. H. (1993). Illinois critical thinking essay test. Critical Thinking.

Marmoah, S., Poerwanti, J. I. S., & Suharno, S. (2022). Literacy culture management of elementary school in Indonesia. Heliyon, 8(4), Article e09315. https://doi.org/10.1016/j.heliyon.2022.e09315

Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: A correlation study in genetic studies. Biosfer, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143

Nurhayati, Wahyudi, & Angraeni, L. (2021). The influence of problem based learning model and critical thinking ability on higher order thinking skills (HOTs) of physics prospective teachers students. Journal of Physics: Conference Series, 2014, Article 012007. https://doi.org/10.1088/1742-6596/2104/1/012007

Pahrudin, A., Ahid, N., Huda, S., Ardianti, N., Putra, F. G., Anggoro, B. S., & Joemsittiprasert, W. (2020). The effects of the ECIRR learning model on mathematical reasoning ability in the curriculum perspective 2013: Integration on student learning motivation. European Journal of Educational Research, 9(2), 675–685. https://doi.org/10.12973/eu-jer.9.2.675

Pantiwati, Y., Permana, F. H., Kusniarti, T., & Sari, T. N. I. (2020). Model pembelajaran Li-Pro-GP (literasi berbasis proyek terintegrasi GLS dan PPK) [Li-Pro-GP learning model (GLS and KDP Integrated project-based literacy)]. Simposium Nasional Mulitidisiplin, 2(1), 79–84. https://bit.ly/3TscNtP

Pantiwati, Y., Permana, F. H., Kusniarti, T., Sari, T. N. I., & Nurrohman, E. (2022). Application of the Li-Pro-GP learning model to improve students’ conceptual understanding and creativity of environmental pollution. Biosfer: Jurnal Pendidikan Biologi, 15(1), 159–168. https://doi.org/10.21009/biosferjpb.25800

Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., & Kourkouta, L. (2014). Critical thinking: The development of an essential Skill for nursing students. Acta Informatica Medica, 22(4), 283–286. https://doi.org/10.5455/aim.2014.22.283-286

Permatasari, A. (2015). Membangun kualitas bangsa dengan budaya literasi [Building the quality of the nation with a culture of literacy]. Seminar Nasional Bulan Bahasa UNIB, 146–156. http://repository.unib.ac.id/11106/

Philippakos, Z. (2017). The use of responses to reading as a vehicle to opinion writing in the primary grades. The Language and Literacy Spectrum, 27(1), 2–22. https://bit.ly/3hpNKKx

Prayogi, S., Yuanita, L., & Wasis, L. (2018). Critical inquiry based learning: A model of learning to promote critical thinking among prospective teachers of physic. Journal of Turkish Science Education, 15(1), 43–56. https://bit.ly/3Hn5FfO

Rahayuni, G. (2016). Hubungan keterampilan berpikir kritis dan literasi sains pada pembelajaran IPA terpadu dengan model PBM dan STM [The relationship between critical thinking skills and scientific literacy in integrated science learning with PBM and STM models]. Jurnal Penelitian Dan Pembelajaran IPA, 2(2), 131–146. https://doi.org/10.30870/jppi.v2i2.926

Rahmat, I., & Chanunan, S. (2018). Open inquiry in facilitating metacognitive skills on high school biology learning: An inquiry on low and high academic ability. International Journal of Instruction, 11(4), 593–606. https://doi.org/10.12973/iji.2018.11437a

Rahmatina, S., Sumarmo, U., & Johar, R. (2014). Tingkat berpikir kreatif siswa dalam menyelesaikan masalah matematika berdasarkan gaya kognitif reflektif dan impulsif [The level of students’ creative thinking in solving math problems based on reflective and impulsive cognitive styles]. Jurnal Didaktik Matematika, 1(1), 62–70. https://bit.ly/3iN1Ar6

Rahmawati, Y., & Haryani, S. (2015). Penerapan model pembelajaran berbasis proyek untuk meningkatkan keterampilan metakognitif [Application of project-based learning models to improve metacognitive skills]. Jurnal Inovasi Pendidikan Kimia, 9(2), 1596–1606.

Rati, N. W., Kusmaryatni, N., & Rediani, N. (2017). Model pembelajaran berbasis proyek, kreativitas dan hasil belajar mahasiswa [Project-based learning model, creativity and student learning outcomes]. JPI : Jurnal Pendidikan Indonesia, 6(1), 60–71. https://doi.org/10.23887/jpi-undiksha.v6i1.9059

Razak, M. I. H. M., Athmar, W. A. W., Durani, N., Salleh, A. J., & Binti Hamdan, N. I. (2019). Effective communication as a tool for achieving organizational goals. KnE Social Sciences, 3(14), 380–389. https://doi.org/10.18502/kss.v3i14.4324

Rintaningrum, R. (2019). Explaining the important contribution of reading literacy to the country’s generations: Indonesian’s perspectives. International Journal of Innovation, Creativity and Change, 5(3), 936–953.

Rizkiani, A., & Septian, A. (2019). Kemampuan metakognitif siswa smp dalam pembelajaran matematika dengan menggunakan pendekatan realistic mathematics education (RME) [The metacognitive ability of junior high school students in learning mathematics using the realistic mathematics education (RME) approach]. UNION: Jurnal Ilmiah Pendidikan Matematika, 7(2), 275–284. https://doi.org/10.30738/union.v7i2.4557

Sadhu, S., Ad’hiya, E., & Laksono, E. W. (2019). Exploring and comparing content validity and assumptions of modern theory of an integrated assessment: Critical thinking-chemical literacy studies. Indonesian Journal of Science Education/Jurnal Pendidikan IPA Indonesia, 8(4), 570–581. https://doi.org/10.15294/jpii.v8i4.20967

Saido, G. A. M., Siraj, S., Nordin, A. B., & Al-Amedy, O. S. (2015). Teaching strategies for promoting higher order thinking skills: A case of secondary science teachers. Malaysian Online Journal of Educational Management, 3(4), 16–30. https://bit.ly/3NWp9ZT

Santika, I. G. N., & Sudiana, I. N. (2021). Insersi pendidikan karakter melalui pembelajaran bahasa Indonesia ditinjau dari perspektif teoretis [The insertion of character education through Indonesian language learning is viewed from a theoretical perspective]. Jurnal Pendidikan Bahasa Dan Sastra Indonesia Undiksha, 11(4), 464–472. https://doi.org/10.23887/jjpbs.v11i4.42052

Santoso, A., Pranata, R., & Wibowo, A. (2020). Cardiac injury is associated with mortality and critically ill pneumonia in COVID-19: A meta-analysis. American Journal of Emergency Medicine, 44(6), 1–7. https://doi.org/10.1016/j.ajem.2020.04.052

Sari, T. M., Mahanal, S., & Zubaidah, S. (2018). Empowering critical thinking with ricosre learning model. Jurnal Pendidikan Sains, 6(1), 1–5. https://bit.ly/3A6E7Hk

Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29, 203–212. https://doi.org/10.1016/j.tsc.2018.08.001

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033

Septiani, D. A., Junaidi, E., & Purwoko, A. A. (2019). Hubungan antara keterampilan berpikir kritis dan kemampuan literasi sains pada mahasiswa pendidikan kimia di Universitas Mataram [The relationship between critical thinking skills and scientific literacy skills in chemistry education students at Mataram Devi University]. Prosiding Seminar Nasional FKIP Universitas Mataram, 1, 15–19. https://bit.ly/3UxvDRO

Setiawan, B., & Dores, O. J. (2019). Peran keterampilan metakognisi terhadap peningkatan kemampuan literasi matematis mahasiswa [The role of metacognition skills on increasing students’ mathematical literacy skills]. Seminar Nasional Pendidikan MIPA Dan Teknologi II, 350–360. https://bit.ly/3G5kseK

Setiyadi, D. B. P. (2018). E-literary texts: Reading materials for school literacy movement. KnE Social Sciences, 3(9), 538. https://doi.org/10.18502/kss.v3i9.2716

Setyarini, S., Muslim, A. B., Rukmini, D., Yuliasri, I., & Mujianto, Y. (2018). Thinking critically while storytelling: Improving children’s HOTS and English oral competence. Indonesian Journal of Applied Linguistics, 8(1), 189–197. https://doi.org/10.17509/ijal.v8i1.11480

Setyo, A. A., Fathurahman, M., Anwar, Z., & Djafar, H. (2020). Problem based learning learning model assisted by geogebra software for mathematical communication skills and self confidence of high school students. Yayasan Barcode.

Shakeri, H., & Khalilzadeh, M. (2020). Analysis of factors affecting project communications with a hybrid DEMATEL-ISM approach (A case study in Iran). Heliyon, 6(8), Article e04430. https://doi.org/10.1016/j.heliyon.2020.e04430

Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and Face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865

Soto, Z. M., Deynes, J., & Medina, L. A. (2018). Experts opinion: Complexity in project-based learning. In K. Barker, D. Berry & C. Rainwater (Eds.), IISE Annual Conference and Expo 2018 (pp. 1689–1694). Institute of Industrial & Systems Engineers (IISE).

Suana, W., Ningsih, W. S., Maharta, N., & Putri, N. M. A. A. (2020). The effect of blended learning setting on students ’ critical thinking skills in physics. Journal of Physics: Conference Series, 1572, Article 012073. https://doi.org/10.1088/1742-6596/1572/1/012073

Sulthon, M., Pujiastuti, P., & Retnawati, H. (2021). What is the teacher’s challenge on the developing of learning media to increase critical thinking ability and the character? Jurnal Prima Edukasia, 9(1), 55–64. https://doi.org/10.21831/jpe.v9i1.34876

Sumardi. (2020). Teknik pengukuran dan penilaian hasil belajar [Measurement techniques and assessment of learning outcomes]. Deepublish. https://bit.ly/3Do7Ugz

Sungur, S., & Yerdelen, S. (2011). Examination of the self-regulated learning processes for low and high achievers in biology. New Educational Review, 24(2), 207–215.

Susanti. (2017). Pengaruh pembelajaran berbasis proyek terhadap kemampuan berpikir kritis dan sikap ilmiah pada materi tumbuhan biji [The effect of project-based learning on critical thinking skills and scientific attitudes on seed plant material]. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 1(1), 35–42. https://bit.ly/3fRgaN6

Syahrial, S., Asrial, A., Kurniawan, D. A., & Pratama, R. A. (2019). Towards improving the critical thinking skills of pre-service teachers in Indonesia. Journal of Education and Learning, 13(4), 575–582. https://doi.org/10.11591/edulearn.v13i4.13613

Syarifudin, A., & Sulistyaningrum, S. (2015). Peningkatan kemampuan berpendapat mahasiswa melalui problem based learning (PBL) sebagai pendukung pencapaian kerangka kualifikasi nasional indonesia (KKNI) pada mata kuliah pragmatik [Improving students’ ability to think through problem based learning (PBL) as a supporter of the achievement of the Indonesian National Qualifications Framework (INQF) in pragmatic courses]. Jurnal Penelitian Pendidikan, 32(2), 97–106. https://bit.ly/3VItVxu 

Tabroni, I., Irpani, A., Ahmadiah, D., Agusta, A. R., Girivirya, S., & Ichsan. (2022). Implementation and strengthening of the literacy movement in elementary schools pasca the COVID-19 pandemic. Multicultural Education, 8(1), 15–31. https://bit.ly/3UvKAnd

Tajalli, P., & Satari, S. (2013). Effectiveness of metacognitive strategies on reading skills of students with hearing disorders. Procedia - Social and Behavioral Sciences, 84, 139–143. https://doi.org/10.1016/j.sbspro.2013.06.524

Topping, K. J., Douglas, W., Robertson, D., & Ferguson, N. (2022). Effectiveness of online and blended learning from schools: A systematic review. Review of Education, 10(2), 1–41. https://doi.org/10.1002/rev3.3353

Tri, B., & Karana, H. (2022). Pendidikan karakter generasi berkualitas berlandaskan tri hita karana [Quality generation character education based on tri hita karana]. Jurnal Ilmu Budaya Dan Agama Hindu, 20(1), 51–61. https://doi.org/10.33363/tampung-penyang.v20i1.840

Trisnawati, I., Syafii, W., & Zulfarina, Z. (2020). The use of learning journals with problem based learning models against student metacognitive abilities. Journal of Educational Sciences, 4(2), 392. https://doi.org/10.31258/jes.4.2.p.392-403

Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Mathematics Education, 14(4), 659–680. https://doi.org/10.1007/s10763-014-9605-2

Widayati, A. (2004). Metode mengajar sebagai strategi dalam mencapai tujuan belajar mengajar [Teaching method as a strategy in achieving teaching and learning objectives]. Jurnal Pendidikan Akuntansi Indonesia, 3(1), 66–70. https://doi.org/10.21831/jpai.v3i1.836

Widayoko, A., Koes, S., & Muhardjito. (2018). Analisis program implementasi Gerakan Literasi Sekolah (GLS) dengan pendekatan goal-based evaluation [Analysis of the School Literacy Movement (GLS) implementation program with a goal-based evaluation approach]. Jurnal Tatsqif : Pemikiran Dan Penelitian Pendidikan, 16(1), 78–92. https://doi.org/10.20414/jtq.v16i1.134

Winata, A., Cacik, S., & Setfia, I. (2016). Analisis kemampuan awal literasi sains mahasiswa pada konsep IPA [Analysis of students’ initial scientific literacy skills on the concept of science]. Education and Human Development Journal, 1(1), 36–39. https://doi.org/10.33086/ehdj.v1i1.291

Wulandari, L., Susanti, E., & Martini, K. S. (2015). Penerapan pendekatan pembelajaran contextual teaching and learning (CTL) untuk meningkatkan kemampuan berpikir kritis dan prestasi belajar siswa pada materi pokok sistem koloid kelas XI IPA 2 semester genap sma negeri gondangrejo tahun pelajaran 2013/2014 [Application of contextual teaching and learning (CTL) learning approach to improve critical thinking skills and student achievement on the subject matter of colloid system class XI IPA 2 even semester of SMA Negeri Gondangrejo 2013/2014]. Jurnal Pendidikan Kimia, 4(1), 144–150. https://bit.ly/3A4igQz

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. Journal of Technology and Vocational Education/Jurnal Pendidikan Teknologi Dan Kejuruan, 26(2), 183–188. https://doi.org/10.21831/jptk.v26i2.32783

Yulianto, B., Jannah, F., Nurhidayah, M., & Asteria, P. (2018). The implementation of school literacy movement in elementary school. In N. Mariana, F. Arianto, S. C. Wibawa, U. Zuhdi, S. Trihantoyo, B. D. Wiyono, E. Winingsih, M. S. Haq, A. G. Abdullah, & A. B. D. Nandiyanto (Eds.), Proceedings of the 1st International Conference on Education Innovation (Vol. 173, pp. 43–46). Atlantis Press. https://doi.org/10.2991/icei-17.2018.12

Yusup, F. (2018). Uji validitas dan reliabilitas instrumen penelitian kuantitatif [Test the validity and reliability of quantitative research instruments]. Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan, 7(1), 17–23. https://doi.org/10.18592/tarbiyah.v7i1.2100

Zubaidah, S. (2019). Pendidikan karakter terintegrasi keterampilan abad ke-21 [21st century skills integrated character education]. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 3–24. https://doi.org/10.36312/e-saintika.v3i2.125

...