Integration of Blended Learning and Inquiry based learning on Students' 21st Century Thinking Ability: A Meta-analysis
Abstract
Objective: This study aims to determine the influence of blended learning and inquiry based learning on students' 21st-century thinking ability in learning in schools. Method. This research is a type of meta-analysis research. Data is obtained through the google scholar database; ScienceDirect, Wiley and ERIC. Obtained 26 articles analyzed. The research data was analyzed with the help of the JASP application by presenting the results of the heterogeneity, publication bias, effect size, funnel plot and forest plot test results. Results: The application of blended learning and inquiry-based learning models can improve students' 21st-century thinking skills compared to conventional models (g= 1.062; 95% CI 0.45; 0.93; p < 0.001) Analysis of moderator variables shows that the variation of models, education levels, subjects, and skills of the 21st century has a significant influence. These findings explain that blended learning and inqyiry based learning models are effectively used to improve students' 21st-century thinking skills in schools.. Novelty: Blended Learning and Inquiry-Based Learning, into a single meta-analysis framework that focuses on developing students' 21st century thinking skills. Not only does it measure the effectiveness of each model, but it also comprehensively evaluates the synergistic impact of the two on students' critical, creative, communication, and collaborative thinking aspects.
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