Comparison Analysis of Hybrid Learning and Full Online toward Students' Critical Thinking Skills

Abstract

This study aims to compare the effectiveness of hybrid learning and fully online learning in enhancing students' critical thinking skills. The research employs a quasi-experimental design with a nonrandomized control group and pretest-posttest approach, involving 90 sixth-semester students from the Family Welfare Education Study Program at Semarang State University. Participants were divided into two groups: hybrid learning and fully online learning, with 45 students each. The instruments used included validated and reliable critical thinking tests and open-ended questionnaires to gather data on learning experiences. Data analysis utilized descriptive and inferential statistics, including paired t-tests and independent t-tests, with preliminary normality and homogeneity assessments. The results indicate significant improvement in critical thinking skills with both learning methods, but hybrid learning showed a more substantial increase in scores (p < 0.000) compared to fully online learning (p < 0.006). Thus, hybrid learning is more effective in fostering critical thinking skills, underscoring the benefits of combining face-to-face and online learning for optimal student development.