Open AccessThe differences in physics learning outcomes based on gender after using blended problem-based learning model
Author(s) -
Fitria Herliana,
I Made Astra,
Yetti Supriyati,
Hilda Mazlina,
Musdar
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1460/1/012125
Subject(s) - mathematics education , significant difference , test (biology) , blended learning , nonprobability sampling , sample (material) , public university , psychology , problem based learning , population , mathematics , educational technology , demography , statistics , sociology , physics , paleontology , public administration , political science , biology , thermodynamics
Previous studies found that using e-learning to support Problem Based Learning can increase students’ learning outcomes. The increase of students’ learning outcomes has not been yet examined according to gender difference which can indicate the suitability of a learning model used by male and female students to enhance their learning outcomes. This study aims to examine the differences in physics learning outcomes at a public senior high school in Depok according to gender difference after using Blended Problem Based Learning model. This is an ex de facto study. The target population of this study was students of a public senior high school in Depok and the sample was grade ten students at a public senior high school in Depok. Samples were taken by purposive sampling. Data were collected from students’ learning outcomes grouped by gender difference, then analyzed using a two-tail test with the t-test formula. The results showed that there are no significant difference between male students’ learning outcomes and female students’ learning outcomes after using the Blended Problem Based Learning model at a public senior high school in Depok.