The present study determined the effects of instructional models and spatial intelligence on students' mathematics learning outcomes after controlling for their initial competence. The study was conducted at Senior High School (SHS) 6 Kendari, Indonesia using a quasi-experimental method designed by level 2×2. Samples consisted of 40 students selected randomly. The data were analyzed using either two-way ANCOVA at the 0.05 significance level. The results showed that mathematics learning outcome of students who were taught by integrative instruction was higher than those taught by direct instruction after controlling the initial competency. There is an interaction effect between the instructional model and spatial intelligence on mathematics learning outcome. Learning outcome of students who have high spatial intelligence and taught by integrative instruction was higher than those taught by direct instruction, and learning outcome of students who have low spatial intelligence and taught by integrative instruction was lower than those taught by direct instruction.

Student learning styles are important factors that have a strong impact on student performance in learning outcomes. That is why each learning method will produce different learning outcomes for students who have different learning styles. According to the previous study concluded that mixed learning produces learning outcomes that are superior to online and face-to-face learning models, but the questions are how is the difference between learning outcomes between student learning styles in mixed learning, and whether there is an interaction between mixed learning models and student learning styles towards learning outcomes. This study provides a scientific answer solution, by conducting experimental research of mix learning with a mixture of 40% face-to-face material learning and 60% online material learning for the subject of Algorithms and Programming. Based on 2-way ANOVA, T, and SCHEFFE tests towards student learning outcomes in this study, it is found: there are differences in learning outcomes between students who have different learning styles, the learning outcomes of male students achieve better learning outcomes than female students, and there is an interaction between student gender and student learning styles towards learning outcomes, where with further tests, it was found that there is no difference in learning outcomes based on student learning styles of all students except students who have a visual learning style with male sex achieving superior learning outcomes than students who have auditory and kinesthetic learning styles.

AbstrakPerluasan kesempatan memperoleh pendidikan dan peningkatan mutu dan relevansi pendidikan merupakan dua permasalahan dalam pembangunan pendidikan di Indonesia. Di sisi lain perkembangan IPTEK telah meciptakan globalisasi dalam berbagai sector yang perlu diwaspadai oleh bangsa Indonesia. Untuk mengatasi berbagai masalah tersebut perlu dikembangkan dan diniati dengan sungguh-sungguh melalui upaya yang inovatif dalam mengaplikasikan berbagai perkembangan IPTEK dalam mengoperasionalkan pendidikan dan pembelajaran. Untuk itu, sudah saatnya untuk mengembangkan teknologi komunikasi dan informasi (ICT) khususnya internet untuk pembelajaran terutama pada sistem pendidikan terbuka dan jarak jauh di Indonesia. Memanfaatkan berbagai macam dan jenis sumber belajar baik berupa modul cetak dan non cetak yang berbasis ICT, memungkinkan perluasan kesempatan belajar yang bermutu bagi penduduk Indonesia yang berusia sekolah dan berkeinginan melanjutkan kembali pendidikan pada perguruan tinggi.

Tujuan dari penelitian ini adalah mengembangkan modul online yang efektif untuk meningkatkan ketuntasan hasil belajar Ilmu Pengetahuan Sosial (IPS) di SMP. Modul online ini dikembangkan untuk membantu siswa Sekolah Menengah Pertama (SMP) dalam mencapai standar kompetensi yang ditetapkan pada mata pelajaran IPS. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan. Model yang digunakan untuk mengembangkan modul online untuk meningkatkan hasil belajar IPS adalah model Rowntree dan web based design. Data pada penelitian dan pengembangan ini dikumpulkan berdasarkan quesioner, interview, dokumen hasil belajar, dan test. Hasil uji validasi ahli materi, media, desain instruktional dan uji satu-satu menunjukkan bahwa modul online masuk dalam kategori sangat baik dan layak digunakan dalam pembelajaran IPS. Hasil uji keterbacaan dengan menggunakan fog-index juga menunjukkan teks pada modul online pembelajaran IPS mudah untuk dipahami. Hasil uji lapangan dengan menggunakan perhitungan t-test menunjukkan terdapat perbedaan signifikan terhadap hasil belajar siswa sebelum dan sesudah menggunakan modul dengan kata lain modul online untuk pembelajaran IPS dinilai efektif dan dapat meningkatkan ketuntasan hasil belajar siswa. AbstractThe purpose of this research is to develop an effective online learning module to enhance student learning results. The development of the module aims at assisting junior high school students to achieve expected competencies in social studies. This research applies Research and Development method. Rowntree and web-based design models are used to develop online modules. All data are collected by document study, questionnaires, tests, and interviews. Based on the expert matter, media expert, instructional design expert, and face to face tryouts, the validity evaluation shows that the online module is appropriate and feasible to use in learning. Moreover, readability judgment using a fog-index score shows that the text is easy to understand. The result of the field trials using the t-test equation shows that there is a significant increase in students’ learning results before and after using the module. In conclusion, online module learning is effective to improve students’ learning results in order to achieve expected competencies.

In 2020, online learning rapidly grows due to the pandemic of COVID-19 that affected the changes in global conditions. All learners and educators have to be ready for online learning. This research was aimed to explore the implementation of the flipped classroom during the Covid-19 pandemic outbreak in 2020. This research setting was at Universitas Negeri Jakarta, one of the campuses that eliminated campus activities due to the high Covid-19 spread in Jakarta. Referring to the learning standards of AECT, the researchers used qualitative descriptive methods. The techniques of collecting data were observation, interviews, and questionnaires to all students who took E-Learning Design courses at the Master of Educational Technology, Postgraduate Program, Universitas Negeri Jakarta. The research results proved that learning during the Covid-19 pandemic using flipped classrooms in the E-Learning Design course has met ten online learning standards by AECT and provides satisfaction for students and lecturers. In addition, according to research results, the use of technology does not need to be grandiose. Accordingly, it should optimize the platform often used on daily basis to utilize the flipped classroom.