期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：1
页码：1242-1250
DOI：10.9756/INT-JECSE/V14I1.221142
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：Critical thinking skills (CrTS) are an important competency required to be taught in higher education. This research aimed to find out the Hybrid Learning model using Ethno-STEM (HLE-STEM) Approach effectiveness and practicality for empowering CrTS in the Science Education Development (PPIPA) course. The research method used in this study was a pretest-posttest control group design study with four themes in PP1PA courses. Ninety-one students were splitted into the control and experimental groups. The sample was drawn from a population of students enrolled in PPIPA courses at University of PGRI Semarang's Primary School Teacher Education Study Program for the 2020/2021 academic year. The results of the study indicated that the HLE-STEM model was practicable or applicable, as evidenced by lecturers and students’ activities belonging to good and excellent classification. The HLE-STEM model is rather effective in terms of empowerment. For even further research, The HLE-STEM model becomes another possible learning model which empowers CrTS at all school levels, particularly for providing prospective educators at the elementary school level.
关键词：Critical Thinking Skills;Effectiveness;Elementary School;Science Education Development;HLE-STEM Model
