Blended Learning Using Google Classroom on Critical thinking ability and Science Communication in Class V Elementary School
DOI:
https://doi.org/10.22487/j25490192.2026.v10.i1.pp22-27Keywords:
blended learning, e-learning, google classroom, scienceAbstract
This paper briefly describes the background, problems, methods, and findings of a study on the use of Google Classroom-based blended learning to improve fifth-grade students' critical thinking and science communication skills at Madani Integrated Elementary School, Palu. The study aimed to determine the improvement of these skills in science learning through the implementation of blended learning. This quantitative research employed a quasi-experimental design using intact groups of fifth-grade students from the 2021/2022 academic year. Data were analyzed using significance testing and N-gain analysis. The results showed a significant improvement in students' critical thinking skills, with a significance value of 0.000 (< 0.05). The experimental class obtained an N-gain score of 70.51, categorized as moderately effective, while the control class achieved an N-gain score of 56.29 with the same category. The results also indicated a significant improvement in science communication skills, with a significance value of 0.000 (< 0.05). These findings demonstrate that the implementation of Google Classroom-based blended learning can improve the critical thinking and science communication skills of fifth-grade students in science learning at Madani Integrated Elementary School, Palu.
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Copyright (c) 2026 Nasrin M Otolua, Jamaludin M. Sakung, Amran Rede
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