EXPLORING THE USE OF BLENDED PBL IN GEOGRAPHY FOR ENHANCING STUDENTS’ ANALYTICAL THINKING IN THE “NEW NORMAL” CONDITION

This study aims to explore a PBL model combined with the Edmodo platform on students' analytical thinking skills during a pandemic. This study used a quasi-experimental design with a control and experimental group. Participants in this study were students of class XI at SMAN 1 Suboh Situbondo, each class consisting of 15 students. Data collection was carried out after the application of the PBL model with blended learning assisted by Edmodo platform. Data obtained from the results of the pretest-posttest in control and experimental class with analytical thinking skills questions. Data analysis was carried out on the gainscore of students' analytical thinking skills with the help of SPSS 24 for Windows. The results showed that the gainscore in the experimental class was higher than the control class. Gainscore in the experimental class is 22.66 while in the control class is 14.66, thus there is a difference of 8 points. The results of data analysis in this research indicate the sig value of the independent sample t-test is 0.018 <0.05. This means that there is an effect of the implementation of PBL with the Edmodo platform on students' analytical thinking skills during the new normal condition.


A. INTRODUCTION
The circular explained that the learning process during the pandemic period was carried out online or virtual (Mendikbud, 2020). Learning that was originally carried out in schools became online or virtual. Learning that took place online had many drawbacks. The virtual learning interactions seemed ineffective.
Supported by the results of research by Meisandy (2020) which stated that online learning tends to be ineffective due to limited internet access and difficulties in operating learning platforms.
In fact, the virtual learning had many shortcomings itself during the pandemic and the Covid-19 cases increasingly arose. On August 7, 2020, the government issued a new policy related to teaching learning process during the COVID-19 pandemic. The policy explained that schools located in the yellow and green zones were allowed to carry out limited face-to-face learning by implemented the health protocols. At the high school (SMA) and SMK levels, face-to-face meetings were held with a total student population of 30-50 percent of class capacity (Kemdikbud, 2020).
Thus, face-to-face learning was carried out in shifts or alternately every week.
The combination of face-to-face learning with virtual learning was often called as blended learning (Dziuban et al., 2018;Hilliard, 2015). Blended learning would provide new learning experiences and made it easier for students in their achievement. Not only were students faced directly or face-to-face learning process but they were also carried out a digital learning process assisted by an internet platform. Therefore, students have more opportunities to repeat learning material or asked questions about material that was not clear without being      The different score in each class called as the gain score. The gain score of students' proficiencies to solve geography problems could be seen in table 6.   8 below.  Analytical thinking skills must be possessed by the students in the 21st century, because the challenges that exist in the environment around the student will be increasingly diverse and complex (Bednarz et al., 2013). Students must be equipped with analytical thinking skills. It is intended that students are able to solve problems in their environment wisely through the use of technology that is currently developing. The existence of problem-based learning through blended learning using the Edmodo platform helps and supports students in the learning process to improve their analytical thinking skills.
Based on the results of data analysis on the students' analytical thinking proficiency in SMA Negeri 1 Suboh Situbondo, it showed that problem-based geography learning through blended learning by using Edmodo platform had a significant effect on students' analytical thinking skills. This was evidenced by an increasement in the average score of students' analytical thinking skills was higher than the students who were given the 5M learning treatment.
In the problem-based learning through blended learning, students were required to be active in solving a problem around them, especially on food security material. Not only through discussions in class, students could also openly do online question and answer on the Edmodo platform. Besides, the students could freely ask many things that had not been understood either to teachers or peers.
Therefore, problem-based learning which states that through learning by applying blended learning will take place more meaningfully because the material presented is designed in such a way as to make it easier for students to understand.
Students can learn at any time so that the material students learn will be more meaningful. Edmodo is able to facilitate interaction between students to students, or students to teachers in an online discussion forum.
Teachers can also check student learning progress. Another advantage is each of the students has a personal account so that can increase an independent learning process, and triggers students to focus on learning.
Through a combination of problembased geography learning through blended learning by using the Edmodo platform, students learned based on the real problems. Then, they do an analysis either by a field observation or collect some data by internet widely. Problem-based learning, which is known for its long stages, can be optimally carried out using