Does Blended Learning Reshape Students’ Critical Thinking Skills? An Evaluative Study of Indonesian Learners

Abstract

As a consequence of the post-pandemic situation, blended learning has been a new challenge for students as they need to adjust to the new learning model. Such a challenge stems from the requirement to improve students’ critical thinking skills since, in blended learning, they need to adapt to self-directed learning. This present study explores whether blended learning correlates with the critical thinking of Indonesian students majoring in English Literature. The students’ critical thinking skills and the portrayal of the learning engagement in the blended learning system were identified through questionnaires involving 259 students. The teachers’ interviews were also conducted to discuss the plausible model for blended learning. The findings implied that junior and senior students have passed the minimum standard of critical thinking skills and can engage in blended learning systems. Specifically, the senior students have lower critical thinking skills and are less engaged in blended learning than their junior counterparts. It also reveals the weak correlation between critical thinking skills and blended learning system. Thus, the integration of critical thinking materials, ideal proportion of learning styles, and assignments with high-order thinking skills are needed to strengthen the students’ critical thinking skills in the blended learning system.