Improving critical thinking ability of vocational students through blended inquiry learning assisted schoology: A literature review

This study aims to describe blended inquiry learning through schoology in the learning process at the vocational high school level and analyze the improvement of students’ critical thinking skills. This research uses library research method. The data obtained in the form of secondary data obtained based on the study of research journals from various online journal sources, the journal articles reviewed were 25 articles. From the articles studied, there are 17 articles with 8 theses from 2018-2020 which discuss according to the topic of the problem. The results and discussion of secondary data show that the blended inquiry learning model with the help of schoology is very suitable to be applied in the 21st century, especially during the transition period due to COVID-19. This model can make it easier for teachers to deliver lesson material and the learning stages can be completed on time. In addition, this model can also improve critical thinking skills in learning at the vocational high school level. Teachers and students’ perceptions of the model are also very positive, but this learning model has problems, namely access to the internet, because the application of this learning model requires stable internet access so that the learning process can run as expected.