Momentum: Physics Education Journal

8 (1), 2024, 65-74

Available at: ejournal.unikama.ac.id/index.php/momentum
ISSN 2548-9127(print) | 2548-9135 (online)

Hybrid discovery learning: Solutions for optimizing students' critical

thinking and ICT skills on temperature fluctuations material
Sudi Dul Ajia, Hena Dian Ayua*, Mila Rositab, Cholisina Anik Prawirac
a
Universitas PGRI Kanjuruhan Malang, S. Supriadi St., No.48, Malang, East Java, 65148, Indonesia
b
Sekolah Menengah Atas Dharma Wanita 01 Bululawang Malang, Bakalan St., No. 120, Malang, East Java,
65171, Indonesia
c
National Central University, No. 300, Zhongda Rd., Zhongli District, Taoyuan City, 320317, Taiwan
e-mail: henadianayu@unikama.ac.id
* Corresponding Author.

Received: 30 May 2023; Revised: 31 August 2023; Accepted: 20 September 2023

Abstract: This research aims to optimize the critical thinking skills and information
communication technology (ICT skills) of students regarding temperature fluctuations
material through the implementation of a hybrid discovery learning method. The hybrid
discovery learning method provides the efficacy and efficiency of the physics learning
process at three Malang Junior High Schools. The type of research used was quasi-
experimental with a post-test only group design. There were 143 students enrolled in this
research, divided into six study groups. The experimental class consisted of 74 students,
while the control class comprised 69 students. The data were collected using a multiple-
choice test instrument that evaluated critical thinking skills at the cognitive level. The
experimental group achieved an average score of 71.1, while the control group achieved
60.1. Furthermore, data pertaining to ICT skill was gathered through the utilization of
observation sheet and questionnaires during the learning process. The Wilk’s Lambda in the
Manova test gave results of Sig. (0,000) < (0,05). This demonstrates that the hybrid discovery
learning model influences students' critical thinking and ICT skills. Therefore, the
implementation of the hybrid discovery learning to temperature fluctuations material can
optimize the learning process on the critical thinking and ICT skills.
Keywords: hybrid discovery learning; critical thinking skills; ICT skills

How to Cite: Aji, S. D., Ayu, H. D., Rosita, M., & Prawira, C. A. (2023). Hybrid discovery learning: Solutions for
optimizing students’ critical thinking and ICT skills on temperature fluctuations material. Momentum: Physics
Education Journal, 8(1), 65-74. https://doi.org/10.21067/mpej.v8i1.8581

Introduction
Natural science education consists of the investigation and explanation of natural phenomena,
which becomes the advancement of technology from physics study (Syahmel & Jumadi, 2019). Physics
learning consists of process, attitude, and product (Koretsky, Kelly, & Gummer, 2011). The Ministry of
Education and Culture has reported that the score on science subjects at the junior high school level
on national exams is still low with the average of 49.43. The percentage for physics subjects at the
senior high school level is 46.47. This is because students hold the perception that physics content
consists solely of formulas, data sets, and ontological assumptions which are abstract (Ding, 2019;
Jatmiko, Prahani, & Munasir, 2018). Teachers can surmount this issue by providing students with a
meaningful learning process and experiences that have an impact on their thinking process of analyzing,
constructing, and utilizing information communication technology (Ayu et al., 2021; Hammer, 1997;
Mayer, 2004b). Discovery learning is one of the learning models recommended by the Ministry of
Education and Culture (Putri, Roza, & Maimunah, 2020).
Copyright ©2024, Momentum: Physics Education Journal. This is an open access article under the CC–BY license
DOI: 10.21067/mpej.v8i1.8581

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The discovery learning is a context-based learning that imparts immediate knowledge and
requires students to independently identify a theory or concept, so they must participate actively in
the process (Bruner, 1961; Mayer, 2004a). The discovery learning model typically comprises multiple
groups and prior knowledge, and students are capable of resolving a problem using their newly
acquired knowledge and experience (Abdisa & Getinet, 2012; Jong & Joolingen, 2007). Students are
more likely to be good at retaining information that is acquired through the discovery learning process,
as it involves direct investigation of problems and requires them to apply their own understanding
(Nkambou, Fournier-viger, & Mephu, 2011; Wahyudi & Rukmini, 2019; Yuliani & Saragih, 2015).
Technology integration is an absolute necessity in the twenty-first century. Hybrid learning is one
approach that aligns with the attributes of the learning model of the twenty-first century (Colley &
Guéry, 2015; Nakano & Wechsler, 2018; Wu, Kim, & Markauskaite, 2020). This approach integrates both
online and offline learning in order to enhance the quality of education. The positive involvement of
hybrid learning to the twenty-first century skills has also been demonstrated by a number of studies
(Mahmudah, 2019; Rorimpandey & Midun, 2021; Tsai, 2011).
Hybrid learning necessitates the incorporation of technology into the learning process.
Consequently, it will significantly impact the ICT skills (Kardkarnklai, 2015). Students are expected to
possess a range of competencies as part of the learning revolution 4.0 educational paradigm. These
competencies include knowledge and resource literacy, problem definition, analytical thinking, group
problem solving, critical thinking, and effective communication (Ayu, Saputro, Sarwanto, & Mulyani,
2023; Saputra, Joyoatmojo, & Wardani, 2019). Furthermore, in the era of revolution 4.0, an online
learning has emerged due to Covid-19 pandemic, affecting a limited number of institutions that have
managed to implement online learning successfully amidst the crisis. Consequently, the efficacy of the
learning process is also contingent upon the implementation of face-to-face learning. In line with the
advancements in science and technology and the requirements of the education paradigm of the 4.0
revolution, it is possible to incorporate the discovery learning to the hybrid learning. By combining
cognitive, behavioristic, and constructive learning, hybrid learning is a learning mode conducted
through the application of technology that optimizes learning outcomes (Abdulhak, Djohar, &
Wahyudin, 2018; Ora, Sahatcija, & Ferhataj, 2018). Hybrid discovery learning is more effective and
efficient, as well as can foster the development of critical thinking and ICT skills. This is due to its ability
to accommodate flexible learning styles with respect to time and location. Moreover, it can prove
advantageous during a pandemic that necessitates online learning, such as during Covid-19 pandemic
(Jong & Joolingen, 2007; Ora et al., 2018; Sothayapetch & Lavonen, 2022).
Critical thinking is an idea or speculation to discover information with the intention of gaining a
more profound comprehension. Furthermore, critical thinking is a form of logical thinking that
necessitates the capacity to assess and identify an issue (Mclean, 2005; Pratiwi et al., 2021). Critical
thinking involves evaluating and analyzing in order to enhance a thought. Objective outcomes of self-
regulatory of critical thinking include conclusions, conceptual explanations, logic, interpretation,
reviews, and contextual considerations based on judgment (Cáceres, Nussbaum, & Ortiz, 2020; Facione,
2011; Utami, Saputro, Ashadi, & Masykuri, 2017). In addition to critical thinking, mastery of ICT skills is
also crucial. The possession of ICT skills is an essential requirement for the successful execution of
hybrid discovery learning. A study demonstrates that technology-assisted learning contributes to
elements of constructivism and observational learning, permits independent investigation of
experiments and knowledge, and broadens students' knowledge beyond the classroom (Jufriadi, Ayu,
& Pratiwi, 2019; Kumar, 2021). A number of studies have been undertaken to enhance ICT skills and
critical thinking through the integration of hybrid learning models and approaches (Ataie, Evangelinou,
& Gianniti, 2021; Carrió, Larramona, & Baños, 2011; Lian & He, 2013; Liang, 2021; O’Connell & Lang,
2018). Nevertheless, the integration of hybrid learning and discovery learning with respect to junior
high school students' ICT skills and critical thinking is the subject of relatively few studies. Prior studies
have thus far been implemented with regard to high school and university students. The integration
of electronic media into hybrid discovery learning has the potential to enhance the learning process's
efficacy and efficiency (Yusuf & Koeshandayanto, 2018). Consequently, the objective of this research is
to determine how to optimize hybrid discovery learning method in order to enhance students' ICT skills

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and critical thinking skills regarding temperature fluctuations materials (Yusuf & Koeshandayanto,
2018).

Method
This research was carried out at three public junior high schools in Malang utilizing a quasi-
experimental design. The criteria for selecting junior high schools were A and B accreditation scores for
both public and private institutions. This research employed a posttest only group design, as illustrated
in Table 1. All students enrolled in three public junior high schools in Malang comprised the study
population. The sampling method used was a cluster random sampling. On the basis of the processing
and analysis of the ICT skills questionnaire and the critical thinking instrument consisting of forty
reasoned multiple-choice questions, it has been determined that seventeen questions were invalid and
23 questions satisfied the valid criteria. Therefore, the invalid questions were omitted. In addition,
sixteen of twenty-three valid questions of the instrument were modified to assess critical thinking skills
for the purposes of research. The research utilized the ICT skills questionnaire instrument, which
comprised 25 statements, all of which satisfied the valid criteria and were utilized to assess ICT-skills.
The Manova test is employed for data analysis, with the assistance of SPSS for Windows 16.0. Prior to
employing Manova for hypothesis testing, two prerequisite tests were conducted: tests for normality
and homogeneity. The purpose of the analysis technique was to ascertain how the learning process for
students' ICT skills and critical thinking could be optimized.
The critical thinking indicators utilized in this research are predicated on those suggested by
Facione: (1) interpreting; (2) analyzing; (3) inference; (4) evaluation; (5) explanation; and (6) self-
regulation (Hajhosseiny, 2012). In this research, the following competencies were assessed as
indicators of ICT skills: (1) defining; (2) accessing; (3) managing; (4) integrating; (5) evaluating; (6)
creating; and (7) communicating (Katz, 2014).

Table 1.Research Design

Independent Variable Model
Dependent Hybrid Discovery Learning (𝐀𝟏 ) Discovery Learning (𝐀𝟐 )
Variable
ICT skills (B1 ) A1B1 A2B1
Critical thinking (B2 ) A1B2 A2B2

Note:
A1B1: ICT skills of experiment class through hybrid discovery learning
A2B1: ICT skills of control class through discovery learning
A1B2: Critical thinking skills of experiment class through hybrid discovery learning
A2B2: Critical thinking skills of control class through discovery learning

Results and Discussion

The students of control group engaged in discovery learning, whereas the experimental group
utilized a hybrid discovery learning. The duration of this research was three meetings. The outcomes
of the assessments of critical thinking and ICT skills are presented in Tables 2, 3, and 4. On the basis of
the data regarding ICT skills and critical thinking, the experimental class has a higher average score than
the control group.

Table 2. Critical Thinking Skills Score of the Students

Critical Thinking Score
Group Learning Model Sample Average
Highest Lowest
Experiment Hybrid discovery learning 74 96 42 71.1
Control Discovery learning 69 88 20 60.1

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Table 3. ICT skills Questionnaire Scores of the Students

ICT Skills Score Average
Group Learning Model Sample
Highest Lowest
Experiment Hybrid discovery learning 74 92 64 81.9
Control Discovery learning 69 84 56 72.8

Table 4. ICT skills Observation Sheet Scores of the Students

ICT Skills Score Average
Group Learning Model Sample
Highest Lowest
Experiment Hybrid discovery learning 74 100 55.5 80.3
Control Discovery learning 69 94.4 50 72.2

The necessary data analysis was conducted based on the results of the data regarding the value
of critical thinking and ICT skills. The results of the normality test indicate that the control class’
significance value for the ICT-skills questionnaire is 0.200, significance value for ICT-skills observation
sheet is 0.069, and significance value for critical thinking skills is 0.097. The experimental class's
normality test reveals that the ICT-skills questionnaire has a significance value of 0.189, the ICT-skills
observation sheet has a significance value of 0.137, and critical thinking skills has a significance value
of 0.065. In contrast, the results of the homogeneous test indicate that the ICT-skills questionnaire has
a significance value of 0.134, the ICT-skills observation sheet has a significance value of 0.534, and
critical thinking skills have a significance value of 0.097. The data are concluded to be normally
distributed and homogeneous on the basis of these results. Based on the outcomes of the Manova
analysis, it is evident that the significance value of the procedure test for all four tests is 0.000. This
indicates that the hybrid discovery learning model does indeed have an impact on students' critical
thinking and ICT skills. The variations in each variable are presented in Table 5.

Table 5. The Result of Individual Variable on Effect Analysis

Source Dependent Variable df Sig.
Class ICT-skills Questionnaires 1 .000
LO ICT-skills 1 .038
Critical thinking 1 .006

The significance value of the Manova test is 0,000, indicating that the hybrid discovery learning
model has an impact on both critical thinking and ICT skills. Although the results of analyzing individual
variables are presented in Table 5, the significance value for each variable is less than 0.05, indicating
that there is a distinction between them. Consequently, the hybrid discovery learning method can
optimize the learning process with regard to temperature fluctuations material.
The hybrid discovery learning positively influences the social development, which is also more
engaging, effective, and yields higher outcomes than discovery learning alone (Rojas-Drummond,
Torreblanca, Pedraza, Vélez, & Guzmán, 2013). As a result, classroom learning is more efficient
(Nkambou et al., 2011). The hybrid application enhances critical thinking skills substantially. The data
presented in Figure 1 is a graph of the results of students' skills assessments.

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Interpretation
4

Explanation 0 Inference

Analysis

H-DL DL

Figure 1. The Results of Students' Critical Thinking Skills

The average score obtained through hybrid discovery learning appears to be higher than that
obtained through discovery learning, as shown in Figure 1. This distinction is due to the two phases of
the employed learning model. Students are encouraged to explore during the stimulation phase of
hybrid discovery learning, which may result in problem-solving activities (Carvalho, Fiuza, & Conboy,
2015). Therefore, during the stimulation portion of hybrid discovery learning, students are encouraged
to identify and deduce a particular concept or statement (Jong & Joolingen, 2007). In contrast, during
the discovery learning phase, students are not required to independently discover a concept; rather,
the teacher imparts information (Abdisa & Getinet, 2012). The hybrid discovery learning model involves
students engaging with instructional videos and completing teacher-assigned online questions via
Schoology. This approach serves to enhance students' ICT skills and critical thinking skills (Jufriadi &
Andinisari, 2020). By virtue of being able to access information through technological means, students
also possess the autonomy to select and oversee instructional materials, schedules, locations, and
other essential learning resources. Additionally, students have the ability to engage in online
discussions in order to seek clarification on any unclear information or concepts. In contrast to the
discovery learning model, where students are solely reliant on references to learning resources, the
control class does not permit the use of technology for information literacy purposes. This is due to the
fact that all learning occurs within the confines of the classroom and school environment (Cydis, 2015;
Pamuk, 2012).
Indicators of interpretation demonstrate to students their capacity to comprehend and articulate
significance, including that of experiences, data, and events. The interpretation indicator manifests
itself in the following stages of hybrid discovery learning: stimulation, data collection, processing, and
generating. The students' interpretation aspects are based on their capacity to respond to
interpretation questions that require critical thinking skills, such as identifying the conditions under
which gas expansion takes place and calculating the coefficient of volumetric expansion of a gas. There
are 79% of students in the experimental class who achieved the highest possible grade, whereas only
57% of students in the control class did so.
The inference indicator is present in the phase of hybrid discovery learning comprising
stimulation, problem statement, verification, and generation. The inference indicator requires students
to draw conclusions, generate hypotheses, and evaluate pertinent information obtained from concepts,
data, principles, statements, and inquiries (Heidari & Ebrahimi, 2016; Park, Kim, Kim, & Yoo, 2012). The
evaluation of students' inference skills is conducted through their responses to inference items that
assess critical thinking skills. Specifically, students are required to convert a temperature scale from
Celsius which is 40⁰C to Fahrenheit. Variations in responses of exploration results can be observed
among the experimental class s when it comes to converting the temperature scale in accordance with

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the prescribed sequence of known, inquired, and formulaic questions. In contrast, the control class
solely generated the ultimate solution. It is evident that the experimental group gives greater concern
to relevant information.
Students demonstrate the ability to identify inferential connections among statements, queries,
concepts, and descriptions through the analysis indicator. During the phase of hybrid discovery learning,
analysis indicators are generated through stimulation, problem statement, collected data, and data
processing. Students are able to identify and analyze a problem as part of the analysis indicator, in
addition to exploring it (Dhina, Hadisoebroto, & Mubaroq, 2019). The evaluation of students' analysis
aspect is determined by their ability to respond to critical thinking skills analysis items, specifically
identifying and concluding a statement regarding the quantity of liquid that was spilled in the glass due
to the expansion. The subsequent responses are those of experimental class participants who have
discerned that both the liquid and glass undergo expansion.The explanation indicator is present during
the generation phase of hybrid discovery learning, where students are required to articulate and
provide justifications for their thinking, in addition to drawing conclusions (Facione, 2011; Ghadampour
& Keshtiaray, 2013). The students' explanation aspect is evident in their responses to the explanation
questions pertaining to critical thinking skills. Students are capable of communicating the outcomes of
their logical deductions concerning the procedure for shattering three metal parts. The response of
students who obtained the highest possible grade in the experimental class is as follows.
The discovery learning model also incorporates the four Facione’s indicators. Nevertheless, the
discovery learning model entails a substantial investment of time in the learning process and provides
students with a comparatively limited number of learning reference sources than the hybrid discovery
learning model (Clark, 2015). Thus, students receive information without independently discovering
any concepts or principles. Additionally, ICT skills can be enhanced and impacted by hybrid discovery
learning (Yusuf & Koeshandayanto, 2018). The graphs depicting the outcomes of student ICT skills data
are presented in Figure 2 and Figure 3.

Mengevaluasi
1
0.8
0.6
0.4
0.2
Mengakses 0 Mengelola

Mengintegrasikan

H-DL DL

Figure 2. ICT skills Observation Sheet Score of the Students

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Mengevaluasi
1
0.8
Menetapkan 0.6 Mengelola

0.4
0.2
0
Membuat Mengintegrasikan

Mengkomunikasikan Mengakses

H-DL DL

Figure 3. ICT skills Questionnaire Score of the Students

The ICT skills indicators that may be incorporated during the stimulation phase of hybrid
discovery learning are defining, accessing, generating, and communicating. In a digital environment,
students possess the capability to recognize, gather, utilize, and communicate information (Crawford
& Jenkins, 2017; Patmanthara & Hidayat, 2018). The ICT skills indicators that may be incorporated
during the problem statement phase of hybrid discovery learning are defining, creating, and integrating.
In this phase, the students are capable of integrating and applying the identified information (Nantha,
Pimdee, & Sitthiworachart, 2022). The ICT skills indicators that may be incorporated during collecting
data phase of hybrid discovery learning are accessing and managing. During this phase, students
acquire information through the utilization of digital or technological means. During the data
processing phase of hybrid discovery learning, ICT-skills indicators are defining and managing. Students
are capable of processing information during this phase. The indicator of the verification and
generation phase of hybrid discovery learning is communicating. During this phase, the students
possess the capability to communicate statements and information in a digital format (Yusuf &
Koeshandayanto, 2018).

Conclusion
It is possible to conclude, on the basis of the conducted research, that students' critical thinking
and ICT skills regarding temperature and fluctuations can be optimized through the implementation of
the hybrid discovery learning method. The impact of this research on students' ICT-skills and critical
thinking skills is supported by the significance value of 0,000 < 0,05 obtained from the Manova test.
Additionally, critical thinking and ICT skills vary between hybrid discovery learning and traditional
discovery learning. This study provides further support for the notion that it is feasible to implement
any learning model in a hybrid mode, provided that it is backed by the appropriate technology.

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