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All Journal MAKNA: Jurnal Kajian Komunikasi, Bahasa dan Budaya Journal of English Language Studies Loquen: English Studies Journal Journal of English Education Studies Academic Journal Perspective : Education, Language, and Literature Voices of English Language Education Society Jurnal Bébasan Journal of English Language Teaching and Cultural Studies Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP International Journal of Social Learning (IJSL) Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Indonesian Journal of EFL and Linguistics Academic Journal Perspective : Education, Language, and Literature PPSDP International Journal of Education Journal of Linguistics, Literacy, and Pedagogy Aisyah Journal of English Language Teaching Menulis: Jurnal Penelitian Nusantara
Rima, Rosmania
Universitas Sultan Ageng Tirtayasa
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Grounded Theory Analysis of Blended Learning as a Dual Stimulus for Critical Thinking and Self-Regulated Learning Rima, Rosmania; Juniardi, Yudi; Syafrizal, Syafrizal
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.659

Abstract

This qualitative case study explores the intricate relationship between self-regulated learning (SRL) and critical thinking in a blended learning environment. Using a case study approach, the research aims to develop a substantive theory that explains the pedagogical mechanisms underlying the effectiveness of this modality. Data was collected from 34 participants through a 55-item SRL questionnaire, student interviews, and document analysis of critical thinking test results based on Ennis’s indicators. The study followed the core procedures of grounded theory, including open, axial, and selective coding. The findings led to the development of the Integrated Critical Stimulation conjecture, which posits that blended learning is a uniquely synergistic approach that effectively fosters critical thinking. This synergy is a “dual stimulus,” where the face-to-face component provides crucial scaffolding and real-time feedback, and the online component offers a space for autonomous practice and deep reflection. The study’s most significant finding is that this synergy is particularly effective for students with moderate SRL abilities, who benefit from the balanced support and autonomy the blended model provides. The conjecture suggests that a deliberate and strategic integration of modalities, tailored to student characteristics, is key to developing critical thinking skills.
Co-Authors Afifah Nabilah Amrin, Naba Happyka Asep Muhyidin Cahyani Octavia Carlos, Martin Delsa Miranty, Delsa Dhafid Wahyu Utomo Dina Rachmawati Evenddy, Sutrisno Sadji Farras Huda Gailea, Nurhaeda Hilmatunisa, NRD Jumbuh Prabowo Jumbuh Prabowo Jumbuh Prabowo Juniardi, Yudi Lukman Nulhakim Maasah, Nur Alifah Martin Carlos Masrupi, Masrupi Nurhaeda Gailea Nurhidayat, Afinka Ramandani Nurul Anriani Rahman Hakim Rahman Hakim Rahman Hakim Ratu Amalia Mudianingrum Siti Hikmah Siti Suharsih Sutrisno Sadji Evenddy Sutrisno Sadji Evenddy Sutrisno Sadji Evenddy, Sutrisno Sadji syafrizal Syafrizal Syafrizal Welliam Hamer Wijayanti, Murti Ayu Yayat Ruhiat