Comparative Study of Student Learning Outcomes in Online and Offline Learning during the Pandemic

Abstract

Learning is carried out offline starting April 2022 after the COVID-19 pandemic began to subside and the statistics on COVID-19 cases in the city of Surabaya showed a low risk status. Learning that was originally done online was changed back to being done offline. Therefore, this study aims to identify differences in student learning outcomes in online and offline learning. This research is a quasi-experimental research with comparative method and quantitative approach. Research data was collected on macroeconomic theory courses in the even semester of the 2020/2021 academic year for online learning and the 2021/2022 school year for offline learning. The study population was 18 students who were randomly selected from the economic education study program in 2020 and 2021. Processing and analysis of research data used an independent sample T-test. Based on the results of the independent sample t-test, the Sig (two-sided) value is 0.356 > 0.05. These results indicate that there is no significant difference in the average student learning outcomes between online and offline learning. Students' online learning has an average learning outcome of 85.8889, higher than offline learning of 81.3333. Therefore, learning activities are more flexible during the pandemic and can be done online or offline.

A review on the effect of integrating AI-based technology into flipped learning

“…For instance, the incorporation of chatbots in flipped learning has demonstrated the capacity to offer personalized support, foster group discussions, and facilitate collaboration within the classroom. Moreover, chatbots contribute to the post-class assessment of student work, supporting self-directed learning and boosting student engagement and motivation (Baskara, 2023). Furthermore, students exhibit positive attitudes toward artificial intelligence, as evidenced by their active involvement in personalized learning using AI technology.…”

“…However, these studies suggest that AI-based technology can improve student motivation and learning outcomes in flipped learning needs to be effectively planned and deployed to be effective (Baskara, 2023). Therefore, through these articles to conclude the limitation can gain a better understanding of integrating artificial intelligence into flipped learning.…”

“…Artificial intelligence in the flipped classroom often requires the collection and analysis of student's personal data. This is an issue of data privacy and security (Baskara, 2023). Students have individual differences and diverse needs in learning.…”

Dynamics of Online Learning Perceptions During the COVID-19 Pandemic and Post-pandemic

“…They discuss the difference between studying Student Learning Outcomes in Online and Offline Learning during the Pandemic [3]. Learning outcomes are one of the critical indicators of the effectiveness of learning and the achievement of learning objectives using the result of the Basic Course of Physics Learning Process to determine the impact of online and offline learning on learning outcomes.…”

Comparison of Mathematics Learning Outcomes Online and Offline Students at Senior STIKES Medan Using Independent T-Test

“…According to Priyatno (2016), the Independent t-test is a test carried out on two independent or independent variables or on two factors as well as on the interaction between the two factors to see whether there is a difference in the average of the two samples whose final results can be used to draw reliable conclusions (Veerasamy & Goswami, 2022). The reason for applying the independent t-test in this study is because it is a statistical technique which can see the results of whether there are differences between one variable and another (Kamalia et al, 2022). The independent t-test shows the difference between the odd UAS scores in 2020/2021 and 2021/2022.…”