A Rasch analysis: Comparing students’ learning activity on online learning and blended learning

Abstract

This study purposes to compare student learning activities in fully online learning and blended learning. This study uses the mixed methods approach (explanatory sequential model). 42 junior high school teachers were comprised as the sample. Learning activity questionnaire (LAQ) and interview procedures were used as a data collection tool. The data obtained were analysed using Rasch analysis. Rasch analysis is a statistical technique for defining the measure of human performances, attitudes and insights. The results showed that almost all respondents agreed with all statements on the questionnaire. The percentage of respondents’ approval of statements using blended learning is higher than respondents who use fully online learning. Thus, it can be determined that fully online learning and blended learning can develop student learning activities. The researcher recommends that in the strategic plan for managing learning services, online learning should provide additional computing infrastructure to run the two learning methods.
 
 Keywords: Blended learning, comparing, learning activity, online learning, Rasch model

True or False Strategy Learning: Mediators Increase Students' Active Role in Class

“…The active role of students in learning will be the basis for forming a creative generation, which has the ability to produce something that is not only beneficial for themselves but also for others (Febriyana & Winarti, 2021;Widiana, 2020). In addition, students who study with their own activities do not seem to pass away, but students will try to think about it and process it, then issue this information in different forms so that this will stimulate students to ask questions, submit opinions and lead to discussions with the teacher (Indra et al, 2022;Pertiwi et al, 2022). Learning requires student activity so that the quality of learning increases.…”