Efektivitas Model Pembelajaran Blended Learning dalam Meningkatkan Kemandirian dan Hasil Belajar Peserta Didik pada Masa Pandemi Covid-19

Abstract

This research aims to analyze the effectiveness of the Blended Learning learning model that was applied during the Covid-19 pandemic and is seen based on the responses of students. In addition, this research also aims to analyze how effectively the Blended Learning model is able to increase learning independence and student learning outcomes. This research belongs to the type of quantitative research that uses a quasi-experimental approach with a Posttest Only Control Group Design. The population in this study was class XI IPS at SMAN 1 Puri, Mojokerto. The sampling technique used was the Simple Random Side technique and obtained class XI IPS 1 as the control class and XI IPS 3 as the Experiment class. The research data comes from primary and secondary data. Primary data comes from posttest scores, independence questionnaires and student responses. Meanwhile, secondary data was obtained based on documentation on the value and attendance of students. This research succeeded in proving that blended learning learning could be carried out with a percentage of 95.83%. The effectiveness of the Blended learning model shows a percentage of 73.84%. The implementation of the Blended Learning model is also effective in increasing learning independence which is shown in the Sign value (2-tailed) is 0.021 <0.05, and can also improve student learning outcomes shown in the Sign (2-tailed) value is 0.032 <0, 05.

Vocational Students' Perception toward the Use of Online Instructional Media

“…This idea is supported by the fact that online learning can be effective if the material is packaged in a form that students like, such as using videos, pictures, posters, and so on (Huwaidi et al, 2021). It is also influenced by interactive and innovative instructional media that can enhance students' learning motivation (Nuriansyah, 2020).…”

“…It can accelerate the learning and teaching processes, generate enthusiasm for learning and provide opportunities for students to interact with their environment and learn independently based on their abilities and interests (Padmadewi et al, 2017). Aside from that, instructional media in online education can be tailored to the situation and conditions, both in terms of the material's content and the state of the student environment (Nuriansyah, 2020;Lusiana & Maryanti, 2020;Huwaidi et al, 2021;Zulkifli et al 2021). In an online learning system, students can directly interact with the learning content provided in various formats such as video, audio, documents, and so on (Wang et al, 2020), which benefits both learners and teachers (Yulian & Ruhama, 2021).…”

“…It indicates that an effort to increase the effectiveness of the use of instructional media is to improve teachers' skills, so teachers must have various skills that support their teaching duties (Asnawir & Usman, 2002;Arsyad, 2013;Rosyid et al, 2019). Besides, online learning can be effective if the material is packaged in a form that students like, such as using videos, pictures, posters, and so on (Huwaidi et al, 2021), because the interactive and more innovative instructional media can enhance students' motivation to learn (Nuriansyah, 2020). It is also believed that online learning is beneficial if there is a two-way interaction between lecturers and students in class, providing feedback on assignments/understanding of the material and using effective instructional media (Monica & Fitriawati, 2020;Yulian & Ruhama, 2021;Tafakur et al, 2021).…”

Efektivitas Model Blended Learning Berbasis Learning Managaments System Terhadap Kemampuan Literasi Matematis Siswa Sekolah Dasar

“…Dengan itu pengimplementasian model blended juga terbukti efektif dalam peningkatan kemandirian belajar dan hasil belajar. (Mufidah & Surjanti, 2021). Dengan demikian dapat disimpulkan bahwa terdapat peningkatan kemampuan literasi matematis siswa setelah menggunakan model blended learning berbasis googgle classroom pada materi pecahan bila dibandingkan dengan model konvensional.…”

Hubungan antara Kemandirian Belajar Terhadap Hasil Belajar Kimia Siswa Kelas X SMAN 7 Purworejo

“…Kemandirian belajar merupakan faktor penting dalam proses pembelajaran (Yuliati & Saputra, 2020). Kemandirian belajar peserta didik dapat tercermin melalui keinginan siswa untuk belajar tanpa diperintah, menyelesaikan masalah, dan bertanggung jawab atas kewajibannya sebagai siswa (Mufidah & Surjanti, 2021). Kemandirian belajar sangat penting terutama dalam belajar kimia.…”