One of the efforts made so that humans are able and able to develop theirpotential is through a learning process. Blended learning encourage sstudents to be more active and increases independence in learning.Students are required to learn and access material independently, andcomplete assignments given by the teacher, both individually and in groups.This literature review aims to discuss strategies for implementing blende dlearning as a student learning method. With the development of science andtechnology which is increasingly rapid, nowadays it has a lot to affecthuman life so that it can have a positive impact, namely improving thequality of life and making human work easier. The negative impact is thatit can cause changes in the values, norms, rules, or morals of life adopte dby the community. Therefore we need people who are able to think critically,creatively, logically and take the initiative in responding to issues in societythat are caused by the impact of the development of science and technology,especially in the world of education.

This study aims to analyze the effect of the blended learning science and technology community approach on student learning outcomes in higher education. The research design used in this study was quasi-experimental with The Matching-Only Post-test-Only Control Group Design. A total of 120 students participated in this study. Subjects were divided into 2 groups, namely the control group (K1) and the treatment group (K2). The instrument of learning outcomes items will first be tested for validity and reliability, then the learning outcomes data that have been obtained will be analyzed using the independent t-test method. The results of this study indicate that the data from the validity test items of the learning outcomes test instrument, out of 40 question items, there are 38 items that are declared valid. reliability test results with an alpha coefficient of 0.880 so that the learning outcomes test instrument is said to be reliable and consistent in data collection. The results of the t-test obtained P <0.05, meaning that there is a significant effect of blended learning with the science technology approach of society on learning outcomes. It can be concluded that blended learning with a community science technology approach can improve student learning outcomes in higher education. It is hoped that blended learning can be used and developed again in learning in higher education.