1. Alamri, M. (2021). Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education. Education Sciences, 11(5), 207. doi: 10.3390/educsci11050207.
2. Alismaiel, O. A. (2022). Develop a New Model to Measure the Blended Learning Environments Through Students’ Cognitive Presence and Critical Thinking Skills. International Journal of Emerging Technologies in Learning, 17(12), 150-169. http://doi.org/10.3991/ijet.v17i12.30141
3. Al-Maroof, R., Al-Qaysi, N., Salloum, S. A., & Al-Emran, M. (2022). Blended Learning Acceptance: A Systematic Review of Information Systems Models. Technology, Knowledge and Learning, 27(3), 891-926. http://doi.org/10.1007/s10758-021-09519-0
4. Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L., Abdullah, A., & Ming, G. L. (2022). Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review [Article}, publication_stage = {Final]. Technology, Knowledge and Learning, 27(2), 531-578. http://doi.org/10.1007/s10758-020-09477-z
5. Ardianti, S., Sulisworo, D., Pramudya, Y., & Raharjo, W. (2020). The impact of the use of STEM education approach on the blended learning to improve student's critical thinking skills. Universal Journal of Educational Research, 8(3 B), 24-32. http://doi.org/10.13189/ujer.2020.081503
6. Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975. http://doi.org/10.1016/j.joi.2017.08.007
7. Arisudhana, G. A. B., & Martini, N. M. D. A. (2022). IMPLEMENTATION OF THE BLENDED LEARNING METHOD TO ENHANCE CLINICAL REASONING AMONG NURSING STUDENTS. Jurnal Keperawatan Soedirman, 17(2), 57-62. http://doi.org/10.20884/1.jks.2022.17.2.5079
8. Balakrishnan, A., Nair, S., Kunhikatta, V., Rashid, M., Unnikrishnan, M. K., Jagannatha, P. S., Chandran, V. P., Khera, K., & Thunga, G. (2021). Effectiveness of blended learning in pharmacy education: An experimental study using clinical research modules. Plos One, 16(9 September) http://doi.org/10.1371/journal.pone.0256814
9. Bizami, N. A., Tasir, Z., & Kew, S. N. (2023). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. Education and Information Technologies, 28(2), 1373-1425. http://doi.org/10.1007/s10639-022-11243-w
10. Boa, E. A., Wattanatorn, A., & Tagong, K. (2018). The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81-89. http://doi.org/10.1016/j.kjss.2018.01.001
11. Bozkurt, A., & Sharma, R.C. (2021). In pursuit of the right mix: Blended learning for augmenting, enhancing, and enriching flexibility. Asian Journal of Distance Education, 16(2): i–vi. DOI: https://doi.org/10.5281/zenodo.5827159
12. Bozkurt, A. (2022). A Retro Perspective on Blended/Hybrid Learning: Systematic Review, Mapping and Visualization of the Scholarly Landscape. Journal of Interactive Media in Education, 2022(1) http://doi.org/10.5334/jime.751
13. Cao, W., Hu, L., Li, X., Li, X., Chen, C., Zhang, Q., Cao, S., & Gupta, P. (2021). Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course. Medicine (United States), 100(9), E24829. http://doi.org/10.1097/MD.0000000000024829
14. Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523-2546. http://doi.org/10.1007/s10639-019-09886-3
15. Chen, W. Y. and Wang Y. Q. (2021). Existing Problems of Talent Cultivation in Chinese. Journal of Xiamen Univeristy (Arts ＆ Social Sciences).
16. Danilov, A. V., Nekrasova, I. D., & Anyameluhor, N. (2020). Digitalization trends in education and blended learning. International Journal of Criminology and Sociology, 9, 1062-1066. http://doi.org/10.6000/1929-4409.2020.09.121
17. Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17, 90-100. http://doi.org/10.1016/j.iheduc.2012.11.003
18. Elder, L., & Paul, R. (2016). Critical thinking concepts and tools (7th edition). FLTRP.
19. Ennis, R. H. (1990). Critical Thinking and Subject Specificity: Clarification and Needed Research. Educational Researcher, (19), 13-16.
20. Facione, P. A. (1990). Critical Thinking:A statement of expert consensus for purposes of educational assessment and instruction.Research Findings and Recommendations. ERIC Doc, No.:ED, 315-423.
21. Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
22. Ghozy, S., Azzam, A. Y., & Dmytriw, A. A. (2023). In Reply: A New Trend of Blended Learning in Neurosurgical Training: Fellowship of Neuroendoscopy. Neurosurgery, 92(1), e13. http://doi.org/10.1227/neu.0000000000002216
23. Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108.
24. Green, S., Higgins, J., Alderson, P., Clarke, M., Mulrow, C., & Oxman, A. (2008). What is a systematic review? In J. Higgins, & S. Green (Eds.). Cochrane handbook for systematic reviews of interventions: Cochrane book series (pp. 1–9). London: The Cochrane Collaboration
25. Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2012). An analysis of high impact scholarship and publication trends in blended learning. Distance Education, 33(3), 381-413. http://doi.org/10.1080/01587919.2012.723166
26. Huang, D., Zeng, X.T., Wang. Y., Wang, Y.Y., Yan, S.Y., Shen, K., & Jin, Y.H. (2022). Systematic Evaluation and Meta-analysis of Effectiveness of Blended Learning in Clinical Medicine Teaching in China. Medical New Knowledge, 32(5), 339-356. http://doi.org/10.12173/j.issn.1004-5511.202203019
27. Hyytinen, H., Toom, A., & Shavelson, R. J. (2019). Enhancing scientific thinking through the development of critical thinking in higher education. In M. Murtonen, & K. Balloo (Eds.), Redefining scientific thinking for higher education: Higher order thinking, evidence-based reasoning and research skills (pp. 59–78). Palgrave Macmillan.
28. Jou, M., Lin, Y. T., & Wu, D. W. (2016). Effect of a blended learning environment on student critical thinking and knowledge transformation. INTERACTIVE LEARNING ENVIRONMENTS, 24(6), 1131-1147. http://doi.org/10.1080/10494820.2014.961485
29. Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Software Engineering Group, School of Computer Science and Mathematics, Keele University
30. Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1)
31. Koraneekij, P., & Khlaisang, J. (2019). Students' beliefs regarding the use of e-portfolio to enhance cognitive skills in a Blended Learning Environment. International Journal of Emerging Technologies in Learning, 14(2), 85-104. http://doi.org/10.3991/ijet.v14i02.8288
32. Li, L. & Salleh, S. (2022). Critical Thinking in Higher Education: A Bibliometric Review, 5th Scientia Academia International Conference (SAICon-2022).
33. Liu, L. (2020). A Survey on the Critical Thinking Ability of Non－English Majors and Its Teaching Implications. Journal of Xiangnan University (3).
34. Liyanage, I., Walker, T., & Shokouhi, H. (2021). Are we thinking critically about critical thinking? Uncovering uncertainties in internationalised higher education. Thinking Skills and Creativity, 39, 100762. http://doi.org/10.1016/j.tsc.2020.100762
35. Lu, D. (2018). Research on the design and application of a critical thinking-oriented blended learning environment [PhD, Northeast Normal University]. https://kns.cnki.net/kcms/detail/detail.aspx?FileName=1018706223.nh&DbName=CDFD2021
36. Lu, D., Xie, Y. G., Tang, Y. W., & Yang, X.. (2018). Research on a new blended learning model oriented by critical thinking--Taking English writing teaching as an example. China Electrochemical Education (06), 135-140.
37. Lu, D., & Xie, Y.G. (2020). Critical Thinking Oriented Learning Environment Intervention Models and Strategies - A Design-Based Study. Journal of Northeast Normal University (Philosophy and Social Science Edition) (03), 143-151.
38. Lu, D. (2021). Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking. Frontiers in Psychology, 12 http://doi.org/10.3389/fpsyg.2021.696845
39. Ma, R. (2020). Can Innovative Teaching Methods Improve College Students' Critical Thinking? — Meta-analysis of College Teaching in China. EDUCATION TEACHING FORUM.e1000097. https://doi.org/10.1371/journal.pmed1000097
40. Marnita, Taufiq, M., Iskandar, & Rahmi. (2020). The effect of blended learning problem-based instruction model on students’ critical thinking ability in thermodynamic course. Jurnal Pendidikan Ipa Indonesia, 9(3), 430-438. http://doi.org/10.15294/jpii.v9i3.23144
41. Mathew, D., Lakshmi Kantha, B. M., & Dhanasekar, P. (2023). Early clinical exposure-Effectiveness and attitude among MBBS students. National Journal of Clinical Anatomy, 12(2), 82-86. http://doi.org/10.4103/NJCA.NJCA_241_22
42. Mohammed, T. A. S., Al-Sowaidi, B., & Banda, F. (2021). Towards a technology-enhanced blended approach for teaching arabic for s ri’ purposes (Asp) in the light of the south african national qualifications framework. International Journal of Information and Education Technology, 11(1), 1-9. http://doi.org/10.18178/ijiet.2021.11.1.1481
43. Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7):
44. Monika, M., & Anitha Devi, V. (2022). A Systematic Review on the Effectiveness of Metacognitive Strategies and Multimodal Tools in Blended Learning English Language Classroom. Theory and Practice in Language Studies, 12(11), 2239-2252. http://doi.org/10.17507/tpls.1211.03
45. Mshayisa, V. V. (2022). Student Perceptions of Collaborative and Blended Learning in Food Science and Technology. International Journal of Food Studies, 11(1) http://doi.org/10.7455/ijfs/11.1.2022.a1
46. Mulrow, C. D. (1994). Rationale for systematic reviews. BMJ, 309(6954), 597–599.
47. Myravyova, N., Zhurbenko, N., & Artyushina, G. (2021). Blended Learning for Teaching Professionally Oriented Foreign and Native Languages. Arab World English Journal (7), 126-139. http://doi.org/10.24093/awej/call7.9
48. Noblit, G. W., & Hare, R. D. (2018). Meta-ethnography: Synthesizing qualitative studies. Newbury Park: Sage
49. Nurrijal, Setyosari, P., Kuswandi, D., & Ulfa, S. (2023). Creative Problem Solving Process Instructional Design in the Context of Blended Learning in Higher Education. Electronic Journal of E-Learning, 21(2), 80-97. http://doi.org/10.34190/ejel.21.2.2653
50. Pahlevan Sharif, S., Mura, P., & Wijesinghe, S. N. R. (2018). Systematic Reviews in Asia: Introducing the “PRISMA” Protocol to Tourism and Hospitality Scholars (13-33). Springer Singapore. http://doi.org/10.1007/978-981-13-2463-5_2.
51. Pantiwati, Y., Kusniarti, T., Permana, F. H., Nurrohman, E., & Sari, T. N. I. (2023). The Effects of The Blended Project-Based Literacy that Integrates School Literacy Movement Strengthening Character Education Learning Model on Metacognitive Skills, Critical Thinking, and Opinion Expression. European Journal of Educational Research, 12(1), 145-158. http://doi.org/10.12973/eu-jer.12.1.145
52. Park, K., & Yi, Y. (2023). Mock trials and web-based education using malpractice cases: A randomised controlled trial. Collegian, 30(2), 293-299.
53. Paul, R. & Elder, L. (2005). Critical Thinking Competency Standards. Foundation for Critical Thinking.
54. Peng, M. Z, Wang, G. C, Chen, J. L., Chen, M. H., Bai, H. H., Li, S. G., Li, J. P., Cai, Y. F., Wang, J. S., Yin, L. (2004). A study on the reliability of the Critical Thinking Ability Scale. Chinese Journal of Nursing 39(9),644-647.
55. Phakakat, S., & Sovajassatakul, T. (2020). Effects of copper model in blended service learning for the enhancement of undergraduate academic achievements and critical thinking. Tem Journal, 9(2), 814-819. http://doi.org/10.18421/TEM92-52
56. Putri, A. S., Prasetyo, Z. K., Purwastuti, L. A., Prodjosantoso, A. K., & Putranta, H. (2023). Effectiveness of STEAM-based blended learning on students’ critical and creative thinking skills. International Journal of Evaluation and Research in Education, 12(1), 44-52. http://doi.org/10.11591/ijere.v12i1.22506
57. Samura, A. O., & Darhim. (2023). Improving Mathematics Critical Thinking Skills of Junior High School Students Using Blended Learning Model (BLM) in GeoGebra Assisted Mathematics Learning. International Journal of Interactive Mobile Technologies, 17(2), 101-117. http://doi.org/10.3991/ijim.v17i02.36097
58. Sánchez-Ruiz, L. M., Moll-López, S., Nuñez-Pérez, A., Moraño-Fernández, J. A., & Vega-Fleitas, E. (2023). ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics. Applied Sciences (Switzerland), 13(10) http://doi.org/10.3390/app13106039
59. Seif, A. A., Eldamanhoury, H. M., Darahim, K., Boulos, D. N. K., Bahaa, N., Ciraj, A. M., Velladath, S. U., & Kamath, M. G. (2021). EE-6S: an integrated approach for introducing early clinical exposure in the new Egyptian medical curriculum. Advances in Physiology Education, 45(1), 109-120. http://doi.org/10.1152/advan.00166.2020
60. Solovyeva, N., Tapalova, O., & Smirnov, S. (2023). Specifics of the students’ critical thinking formation within active learning space. Frontiers in Education, 8 http://doi.org/10.3389/feduc.2023.1132525
61. Sulisworo, D., Ummah, R., Nursolikh, M., & Rahardjo, W. (2020). The analysis of the critical thinking skills between blended learning implementation: Google Classroom and Schoology. Universal Journal of Educational Research, 8(3 B), 33-40. http://doi.org/10.13189/ujer.2020.081504
62. Tahir, I., Van Mierlo, V., Radauskas, V., Yeung, W., Tracey, A., & Da Silva, R. (2022). Blended learning in a biology classroom: Pre-pandemic insights for post-pandemic instructional strategies. Febs Open Bio, 12(7), 1286-1305. http://doi.org/10.1002/2211-5463.13421
63. Teng, Y., Bonk, C. J., & Kim, K. (2009). The trend of blended learning in Taiwan: Perceptions of hrd practitioners and implications for emerging competencies. Human Resource Development International, 12(1), 69-84. http://doi.org/10.1080/13678860802638842
64. Tian, S. P., Wang L. K. and Qiu Y. H. (2020). An Empirical Study on Assessment of Critical Thinking Ability of Undergraduates of a "Double First Class" Construction University. Shanghai Journal of Educational Evaluation (1).
65. Tran, T. T., & Herzig, C. (2023). Blended case-based learning in a sustainability accounting course: An analysis of student perspectives. Journal of Accounting Education, 63, 100842.
66. Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14, 207–222
67. Wahyuni, S., Gusti Made Sanjaya, I., Erman, & Jatmiko, B. (2019). Edmodo-based blended learning model as an alternative of science learning to motivate and improve junior high school students' scientific critical thinking skills. International Journal of Emerging Technologies in Learning, 14(7),98-110. http://doi.org/10.3991/ijet.v14i07.9980
68. Wang, M. H., Cong, J. Tong, C., Cui, Q., Li, F. Y., & Ye, S.S. (2019). Cultivation of Nursing Undergraduate Talents Based on the Blended Learning Model. China Health Care Management, 36(10), 777-780.
69. Yan, Y., & Chen, H. (2021). Developments and Emerging Trends of Blended Learning: A Document Co-citation Analysis (2003–2020). International Journal of Emerging Technologies in Learning (Ijet), 16(24), 149-164. http://doi.org/10.3991/ijet.v16i24.25971
70. Yang, L., & Mohd, R. B. S. (2020). The relationship between critical thinking and the community of inquiry model: a quantitative study among EFL university students in China. International Journal of Adolescence and Youth, 25(1), 965-973. http://doi.org/10.1080/02673843.2020.1814359
71. Yao, P. F. (2020). A study of college students' conceptions of critical thinking based on phenomenological graphology PhD, East China Normal University]. CNKI.
72. Yin, B., & Yuan, C. (2022). Detecting latent topics and trends in blended learning using LDA topic modeling. Education and Information Technologies, 27(9), 12689-12712. http://doi.org/10.1007/s10639-022-11118-0
73. Yu, Z., Hu, R., Ling, S., Zhuang, J., Chen, Y., Chen, M., & Lin, Y. (2021). Effects of blended versus offline case-centred learning on the academic performance and critical thinking ability of undergraduate nursing students: A cluster randomised controlled trial. Nurse Education in Practice, 53, 103080.
74. Yustina, Mahadi, I., Daryanes, F., Alimin, E., & Nengsih, B. (2022). THE EFFECT OF PROBLEM-BASED LEARNING THROUGH BLENDED LEARNING ON DIGITAL LITERACY OF ELEVENTH-GRADE STUDENTS ON EXCRETORY SYSTEM MATERIAL. Jurnal Pendidikan Ipa Indonesia, 11(4), 567-577. http://doi.org/10.15294/jpii.v11i4.38082
75. Zhang, J. S. and Fu S. F. (2018). A comparative study on critical thinking ability test of Foreign Language Majors. Journal of Xi’an International Studies University.
76. Zhang, R. (2021). Blended Course Evaluation in the Context of English for Specific Purposes: Accountability and Development. Sage Open, 11(4) http://doi.org/10.1177/21582440211054502