scholarly journals The Implementation of Blended Learning Model on Motivation and Students’ Learning Achievement

2020 ◽  
Vol 2 (9) ◽  
Author(s):  
Zeinor Rahman ◽  
Tri Rijanto ◽  
Ismet Basuki ◽  
Meini Sondang Sumbawati
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Learning Achievement ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Motivation And Learning ◽  
Experimental Group

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.

scholarly journals Pengaruh model blended learning terhadap motivasi dan prestasi belajar siswa SMK

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Izuddin Syarif
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Test Method ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Face To Face ◽  
Face To Face Learning ◽  
Experimental Group ◽  
Motivation And Achievement

Penelitian ini bertujuan untuk mengetahui perbedaan motivasi dan prestasi belajar siswa dalam mata pelajaran KKPI antara siswa yang menggunakan model face-to-face learning dan siswa yang menggunakan model blended learning, peningkatan motivasi dan prestasi belajar siswa dalam mata pelajaran KKPI akibat penerapan model blended learning, dan interaksi pengaruh penerapan model pembelajaran dan motivasi terhadap prestasi belajar KKPI siswa SMKN 1 Paringin. Penelitian kuasi eksperimen ini menggunakan dua kelompok, yaitu kelompok eksperimen yang menggunakan model blended learning dan kelompok kontrol yang menggunakan model face-to-face learning. Populasi penelitian adalah siswa kelas XI SMKN 1 Paringin. Sampel penelitian berjumlah 57 siswa terbagi atas 30 siswa kelompok kontrol dan 27 siswa kelompok eksperimen. Pengumpulan data menggunakan kuesioner dan tes soal pilihan ganda. Hasil penelitian menunjukkan ada perbedaan yang signifikan antara motivasi dan prestasi belajar siswa yang menggunakan model blended learning dan siswa yang menggunakan model face-to-face learning, ada peningkatan motivasi dan prestasi belajar siswa yang signifikan akibat penerapan model blended learning, dan tidak terdapat interaksi pengaruh penerapan model pembelajaran dan motivasi terhadap prestasi belajar siswa. THE INFLUENCE OF BLENDED LEARNING MODEL ON MOTIVATION AND ACHIEVEMENT OF VOCATIONAL SCHOOL STUDENTAbstractThe objective of the study is to reveal the differences of the learning motivation and achievement of the students using face-to-face learning model compared to those using blended learning model, the improvement of students’ learning motivation and achievement due to the use of blended learning model, and the interaction of the effect of learning model and motivation on students’ learning achievement in KKPI lesson. This quasi-experimental study used two groups: the experimental group who were taught using blended learning and control group who were taught using face-to-face learning. The population was 11th grade students of SMKN 1 Paringin. A sample of 57 students was divided into 2 groups, with 30 students as the control group and 27 students as the experimental group. The techniques for collecting the data were a test method by giving a written test and non-testing method by distributing a questionnaire. The results of study show that there is significant difference between the learning motivation and achievement of the students using face-to-face learning compared to those using blended learning model, there is a significant increase in learning motivation and achievement due to the use of blended learning model, and there is no interaction of the effect of learning model and motivation on students’ learning achievement in KKPI lesson.

scholarly journals A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

2017 ◽  
Vol 12 (02) ◽  
pp. 137 ◽  
Author(s):  
Saovapa Wichadee
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Oral Proficiency ◽  
Learning Model ◽  
Traditional Learning ◽  
Control Group ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
Experimental Group

The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasi-experimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.

scholarly journals English language teaching and assessment in blended learning

2014 ◽  
pp. 67-82 ◽  
Author(s):  
Sejdi Sejdiu
Keyword(s):  
Blended Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Instruction ◽  
Experimental Group

The aim of this study was to evaluate the effectiveness of blended learning vis-à-vis face-to-face instruction. In order to achieve this aim, three research questions including were raised. The study was conducted using the case study approach which was supported by the collection of qualitative and quantitative data. The study involved two teachers, one who taught the experimental group using blended learning, and another one who taught the control group using face-to-face instruction. The results showed that the blended learning instructor executed instruction better and used more effective methods of assessment than the face-to-face instruction teacher. This is supported by differences in students’ performances which show that the experimental group performed better by scoring higher means and recording lower variances.

scholarly journals Blanded Learning: Solusi Model Pembelajaran Pasca Pandemi Covid-19

2020 ◽  
Vol 6 (2) ◽  
pp. 83-94
Author(s):  
Afroh Nailil Hikmah ◽  
Ibnu Chudzaifah
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Strategies ◽  
Time Allocation ◽  
Model Development ◽  
Learning Model ◽  
Learning Models ◽  
Face To Face ◽  
New Findings ◽  
Face To Face Learning

Online learning has become a demand for education since the Covid-19 pandemic and continues in New Normal until it continues until post-pandemic even if teachers or lecturers have to develop learning strategies. Therefore teachers/lecturers are required to be literate in technology and always up to date on learning models, one of which is Blended Learning. This research itself is expected to explain what is meant by the Blended Learning Model. And, how is the application of the Blended Learning Model when applied to the new order after the Covid-19 pandemic. The research method in this article uses a literature review, where an action on the quality and new findings of scientific work. The development of a blended learning model is a combination of learning models carried out in an online and offline context. The allocation used is 50:50, meaning that from the time allocation provided, 50% for face-to-face learning activities and 50% for online learning. The same is the case with using a 75:25 composition and doing 25:75. Blended learning model development techniques that need to be developed; 1) Face-to-face Learning Model; 2) Learning Using Electronic Teaching Materials, and 3) Learning Using Technology Media.

scholarly journals Digital Transformation Trend in Vietnam Higher Education: Blended Learning Model

2020 ◽  
Vol 6 (07) ◽  
Author(s):  
Sang My Tang ◽  
Hung Nguyen Tien
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Training Model ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Models ◽  
Face To Face ◽  
Face To Face Learning ◽  
Strategic Goal

In the era of digital technology, higher education in Vietnam should plan strategies for developing a blended learning model, in which, besides improving face-to-face learning activities, investing in online learning activities is a strategic goal not only to expand the learners’s market share but also to transform the training model to use technology for modifying and improving the quality of education. The paper focuses on the study of forms and levels of combined learning models, discussing the situation and solutions for applying blended learning models to higher education institutions in Vietnam.

scholarly journals Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Blended Learning Menggunakan Edmodo

2019 ◽  
Vol 2 (2) ◽  
pp. 173-180
Author(s):  
Fifit Noviyanti ◽  
Iip Sugiharta ◽  
Farida Farida
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Problem Solving Skills ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

This research is based on the background of the low mathematical problem solving abilities due to less effective learning, especially lack of lesson hours. Blended learning is a two-way learning model namely face-to-face learning and online learning, while E-learning is a face-to-face learning model. The blended learning and e-learning learning model requires online media such as Edmodo. Efforts to address these problems, researchers aim to determine the effect of these two learning on improving mathematical problem solving abilities. The research method used in this study uses quasi-experimental methods (Quasy experimental design) with the type of research used is the pretest-posttest control group design. The data collection technique uses a randomized class technique, where the population is all eighth grade students of SMP N 21 Bandar Lampung. The hypothesis test used is gain-test with analysis techniques using one way ANOVA. From the results of the study, blended learning and e-learning using edmodo there was an increase in mathematical problem solving skills with moderate levels of calcification.

scholarly journals Pengaruh Blended Learning Berbasis Jejaring Sosial Edmodo pada Model Discovery Learning terhadap Hasil Belajar Peserta Didik (Studi pada Materi Pokok Larutan Penyangga)

2020 ◽  
Vol 21 (1) ◽  
pp. 59
Author(s):  
Musdalifa Musdalifa ◽  
Ramdani Ramdani ◽  
Muhammad Danial
Keyword(s):  
Blended Learning ◽  
Random Sampling ◽  
Discovery Learning ◽  
Control Group ◽  
Learning Models ◽  
Buffer Solution ◽  
Control Group Design ◽  
Learning Achievement ◽  
Group Design ◽  
Experimental Group

ABSTRAK Penelitian ini merupakan penelitian eksperimen semu yang bertujuan untuk mengetahui pengaruh blended learning berbasis jejaring sosial edmodo pada model discovery learning terhadap hasil belajar peserta didik kelas XI MIPA SMA Negeri 15 Makassar pada materi larutan penyangga. Desain penelitian yang digunakan adalah posttest only control group design. Populasi dalam penelitian ini adalah peserta didik kelas XI MIPA SMA Negeri 15 Makassar yang terdiri dari lima kelas. Pengambilan sampel dilakukan secara random sampling. Kelompok eksperimen yaitu kelas XI MIPA 2 dan kelompok kontrol yaitu kelas XI MIPA. Berdasarkan hasil analisis deskriptif diperoleh rata-rata hasil belajar kelompok eksperimen 76,61 lebih tinggi dari kelompok kontrol yaitu 74,00. Hasil analisis statistik inferensial terhadap hasil belajar peserta didik menunjukkan bahwa data pada kelompok ekperimen dan kelompok kontrol terdistribusi normal serta berasal dari populasi yang homogen. Uji hipotesis menggunakan uji-t. diperoleh thitung > ttabel (3,47 > 2,01) sehingga H0 ditolak dan H1 diterima. Ada pengaruh blended learning berbasis jejaring sosial edmodo dengan model discovery learning terhadap hasil belajar peserta didik kelas XI MIPA SMA Negeri 15 Makassar pada materi larutan penyangga. Kata kunci: Edmodo, discovery learning, dan hasil belajar. ABSTRACT This study is a quasi-experimental study that aims to determine the effect of blended learning based on edmodo social network at discovery learning models toward learning achievement of students class XI MIPA SMAN 15 Makassar at buffer solution subject matter. The research design is the posttest only control group design. The population in this study are the students of classes XI MIPA SMAN 15 Makassar which consists of five classes. Sampling is done by random sampling. The experimental group is XI MIPA 2 and the control group is XI MIPA 1. Based on the results of descriptive analysis, the average of learning achievement of experimental group is 76.61 that higher than in the control group that is 74.00. The results of inferential statistical analysis toward learning achievement indicate that the data on the experimental group and the control group are normal distribution and homogenous. Hypothesis testing using t-test obtained tcount > ttable (3.47 > 2.01) so that Ho rejected and H1 accepted. There is an effect of blended learning based on edmodo social network at discovery learning models toward learning achievement of students class XI MIPA SMAN 15 Makassar at buffer solution subject matter. Keywords: Edmodo, discovery learning, and learning achievement

scholarly journals The effects of using blogs and webquests in teaching education postgraduate courses

2019 ◽  
Vol 9 (1) ◽  
pp. 12-19
Author(s):  
Nadine Adnan Dandashly ◽  
Aziz Barbar ◽  
Munther Antoun
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Control Group ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Difference ◽  
Education Courses ◽  
Experimental Group ◽  
Positive Results

In this study, the effects of two blended learning strategies on the academic achievement of pre-service teachers were examined in two Education courses. The control group composed of 25 teaching diploma students, who received face-to-face learning instructions, in two courses: teaching methods and essentials of education. The experimental group consisted of 22 students who received blended learning instructions in the same courses. Four achievement tests were administered to measure the students’ achievement. The difference between the results of both groups was analysed using the analysis of variance statistical method. The students’ achievement in questions requiring high levels of thinking was examined and compared to both the groups. Positive results for using blended learning strategies were observed in the course of Teaching Methods but were not clearly observed in the course of Essentials of Education. The difference between the results of both the groups was statistically significant in the course of Teaching Methods. Keywords: WebQuests, blogs, critical thinking, student

scholarly journals The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses

2020 ◽  
Vol 4 (2) ◽  
pp. 143-150
Author(s):  
Barış Çiftçi
Keyword(s):  
Social Studies ◽  
Blended Learning ◽  
Control Group ◽  
Learning Method ◽  
Face To Face ◽  
Learning Group ◽  
Post Test ◽  
Face To Face Learning ◽  
The Impact ◽  
Experimental Group

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

WIRE

2010 ◽  
pp. 149-159 ◽  
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Data Structure ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Learning Achievement ◽  
Web Based ◽  
Warm Up ◽  
Face To Face ◽  
Face To Face Learning ◽  
Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

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