Ahmad Nurkhin, Kardoyo, Hengky Pramusinto, Rediana Setiyani, Ratieh Widhiastuti
This study aims to examine the implementation of blended problem-based learning in introductory courses on accounting, in order to improve students' critical and creative thinking skills and student learning outcomes. The research design carried out is classroom action research (CAR). The object in this study is accounting students at the Faculty of Economics, Universitas Negeri Semarang (UNNES). The research was conducted during September and October 2019. The procedure for carrying out CAR consists of planning, implementing, observing and reflecting. CAR is implemented in two cycles. The research data is gathered using documentation, observation and testing. For data analysis, quantitative and qualitative descriptive methods are used. The researchers carried out two cycles, with each cycle consisting of two lecture meetings. In the first cycle, researchers used Google Classroom, mind mapping, online quizzes, and Instagram social media to improve interaction and the quality of lectures by applying blended problem-based learning. The researchers focused on improving students' critical and creative thinking skills in the first cycle. The results show that the students have good critical and creative thinking skills. In the second cycle, the researchers still continued to use Google Classroom and combined it with face-to-face lectures using "make a note" assignments and group discussions. The researchers took quantitative measurements to see the success of the treatment. The results showed that students were able to obtain better grades than before being given the treatment. © 2020 Kassel University Press GmbH.
Universitas Negeri Semarang, Central Java, Indonesia
