Hybrid Learning Model: Its Impact on Mastery of Concepts and Self-Regulation in Newton's Second Law Material

Abstract

This study examines the impact of the Hybrid Learning Model on concept mastery and self-regulation. The research method uses a 2x3 factorial design. After that, data collection used multiple-choice tests for concept mastery and questionnaires for self-regulation. Data analysis using two-way ANOVA with SPSS software. The study results indicate that there is an effect of mastery of concepts using Hybrid Learning and without Hybrid Learning, where the Hybrid Learning model is better than non-Hybrid learning. With students' concept mastery in Newton's Law II material, self-regulation ability is in line and mutually reinforcing. The high concept mastery ability is better than students in the medium and low self-regulation categories. The concept mastery ability in the medium concept mastery category is better than low self-regulation students in the medium concept mastery category. The results also show an influence between the Hybrid learning model and students' self-regulation abilities in the high, medium, and low categories on the ability to understand concepts.

Effect of the STAD Type Cooperative Learning Model with the Help of Crossword Worksheet on Biology Learning Outcomes, especially the Cognitive Domain

“…Although this happens because of the demands of the implementation of the applied model. This indicates that students in the experimental class quite understand the material presented and enjoy the learning process (Reyza et al, 2022;Sulman et al, 2022). In terms of asking questions and group discussions, it can be seen that the level of activity and participation of students in the experimental class has high enthusiasm; in the discussion, students share opinions and work together in completing crossword puzzle worksheets, in line with this several other studies also shows that group learning provides a space and opportunity for other group members to be able to adapt and learn how to participate effectively, learn to be a good and wise member, learn how to discuss and draw conclusions.…”

Investigating Problem Solving and Mathematical Connections in Solving the Fermi-Dirac Equation

“…The student's ability strongly influences the thinking process in deriving the Bose-Einstein equation in statistical physics material, and the best mathematical thinking ability will provide much convenience for students in understanding and solving the Bose-Einstein equation. The benefits of students' mathematical thinking skills give educators confidence to pay attention to improving their mathematical thinking skills; in other words, a physics education student should have a maximum mathematical ability so that they can easily solve various phenomena in physics (Putra et al, 2021;Sulman, 2012;Sulman et al, 2022), especially on the derivation of the Bose-Einsten equation.…”

Analysis of Mathematical Critical Thinking Ability and Mathematical Creativity: Judging from the Process of Deriving the Fermi-Dirac Formula

“…Mathematical critical thinking ability is an ability possessed by students in terms of studying (Lin et al, 2015;Sulman et al, 2020;Tuan Soh et al, 2010) or making an analysis of a form of an idea or idea to improve the existing quality of students in the learning process, especially students' mathematical abilities while mathematical creative thinking ability is an ability to be able to answer a question with a new technique or a fast way to solve physics equations that require basic mathematical principles that make students more accessible and more acceptable validity (Hadar & Tirosh, 2019;Sulman, 2019;Sulman et al, 2022). The importance of critical and creative thinking skills that the researcher described above is a reference that students' understanding, especially physics tadris, must be fully encouraged to mathematical critical thinking skills and mathematical creative thinking skills so that statistical physics lectures can run optimally, especially in reducing the Fermi Dirac equation in the eyes Statistical physics course.…”

“…Mathematical abilities in the form of critical and creative thinking skills are believed to improve learning outcomes and, at the same time, foster interest and hone students' thinking patterns in dealing with theoretical physics problems. Interest, motivation, and self-regulation in physics learning significantly affect learning outcomes (Sulman, 2012;Sulman et al, 2022;Sulman, Tanti, et al, 2021). In the process, the ability to think critically and creatively should become the essential foundation for students in describing physics equations and, in this case, the Fermi-Dirac equation.…”