The Impact of Blended Learning Assisted with Self-Assessment toward Learner Autonomy and Creative Thinking Skills

Abstract

In response to the demands of the twenty-first century to educate human resources to compete in a global environment, learner autonomy and the ability to think creatively are two crucial aspects for students in vocational education. It is in response to the fact that teachers change their teaching methods to be more creative. It became one of the main reasons for conducting research on the effect of blended learning in online learning with self-assessment on learner autonomy and creative thinking skill. This study used a quasi-experimental design in the form of a pretest-posttest control group design. The total number of students in this study was 70, with 36 in the experimental group and 34 in the control group. Data collection was achieved by the use of tests and questionnaires. A test instrument in the form of a description of 10 questions was used to assess critical thinking skills, and a questionnaire instrument with 30 statements was utilized to assess learner autonomy. Quantitative descriptive analysis and inferential statistical analysis were employed as data analysis methods and techniques. The manova data analysis technique was applied in this study, and the outcomes were 0.00 < 0.05. According to the findings of the study, blended learning with self-assessment had a partial or simultaneous effect on learner autonomy and creative thinking. However, the students’ creative thinking skill in clothing design was the most influential variable. As a result, self-assessment-assisted blended learning became a learning recommendation for increasing learner autonomy and creative thinking skill.