The Effect of Blended Learning with a Collaborative Problem Solving Approach on Students' Cognitive Learning Outcomes and Collaboration Skills in Science Learning

This research aims to determine the effect of blended learning with a collaborative problem-solving approach on students' cognitive learning outcomes and collaboration skills in science learning. This research is a quasi-experimental method using posttest-only control group design with a cluster random sampling technique. Data were obtained from the posttest scores and observation sheets. Using t-test calculation analysis, the results showed that there was a significant effect on the cognitive learning outcomes of experimental class students in the form of a significant increase after learning using blended learning with a collaborative problem-solving approach (tcount = 3.908 with a significance level of 5% dk = 62). The results of the experimental class collaboration skill observations show one indicator is in the “very good category”, and four indicators are in the “good category”, while in the control class there is only one indicator that is in the “good category” and four indicators are in the “bad category”. The results show that there is a significant effect of blended learning with a collaborative problem-solving approach on students' collaboration skills.

countries (Nizam, 2016). The survey results are due to the fact that students' learning scores, especially in the science field are still low, because the learning process is teacher centered (Bustami et al., 2018;Muna, 2017), especially during online learning, the learning process is teacher-centered (Anggianita et al., 2020). The virtual face-to-face learning process makes students passive (Ma'rufa & Mustofa, 2021;Rusly et al., 2021).
Students are also slow in responding, answering questions, and in completing assigned tasks (Noviansyah & Mujiono, 2021;Page et al., 2020). The passiveness of the students in online learning, has an impact on their low cognitive learning outcomes (Pasaribu & Lubis, 2021;Wibowo, 2016). Thus, it is necessary to do a treatment to make students active and affect their cognitive learning outcomes.
Learning that requires active students is in accordance with Indonesian curriculum or known as curriculum 2013 (Ledoh et al., 2021;Nastiti et al., 2018).
Curriculum 2013 also applies network learning by utilizing technology or ICT (Yonafri & Gani, 2021). This is supported by the covid-19 pandemic which has made the Indonesian Ministry of Education and Culture issue a policy regarding teaching and learning activities carried out online by utilizing technology (Purwanto et al., 2020;Saputra, J., & Priskawati, 2020). The Indonesian Ministry of Education and Culture's policy makes the learning process into online learning. Online learning has been widely used by various educational institutions, so that learning is not limited by time and space and can be done anytime and anywhere (Taufik et al., 2021). Online learning that is carried out is face-to-face learning that is carried out virtually by utilizing technology (virtual synchronous) but needs to be interspersed with learning without virtual face-to-face (virtual asynchronous) so that learning is student-centered.
Learning by utilizing technology is not only indispensable in the 21 st century, but also must develop 21 st century skills (Chalkiadaki, 2018;Kivunja, 2014). One of important skill in the 21 st century is collaboration skills. The results of the National Association of Colleges survey states that collaboration skills are in the Jurnal Penelitian dan Pembelajaran IPA Bonitasya, et al Vol. 7, No. 2, 2021, p. 152-167 top position and are needed for human progress (Banar, 2015). The application of collaboration skills in learning also has an effect on increasing students' mastery of concepts, so that the learning outcomes obtained will be of higher quality (Hidayati, et al., 2020;Muiz, et al., 2016 (Susanti & Prameswari, 2020). Thus, the learning process need an approach that can foster students' collaboration skills. Learning that can foster students' collaboration skills is contextual and collaborative learning.
Collaborative learning makes students actively participate in groups (Mawad, 2020;Supena et al., 2021), so that students can process the information obtained and provide a conclusion. One of the learning approaches that can foster students' collaborative skills is the Collaborative Problem Solving (CPS) approach.
The implementation of learning with the collaborative problem-solving approach must be accompanied by material that has problem-based characteristics. One of the junior high school science materials that can be implemented in blended learning with the CPS approach is vibration, waves, and sound. According to Rengganis (2015),     (Rodiah et al., 2020). This is also in accordance with Humaira's research (2015) (1) contributing actively; (2) work productively; (3)