Open AccessProspective Science Teachers’ Learning Independency Level on Blended Learning
Author(s) -
WWW Brata,
Cicik Suriani,
Halim Simatupang,
Siswanto Siswanto,
FTM Panggabean
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 - 10.1088/1742-6596/1462/1/012070
Subject(s) - blended learning , independence (probability theory) , mathematics education , psychology , perception , learning sciences , active learning (machine learning) , experiential learning , educational technology , pedagogy , computer science , mathematics , artificial intelligence , statistics , neuroscience
This study aims to measure the level of self-directed learning readiness of prospective science teacher students studying with blended learning. This study also investigates the relationship of self-directed learning readiness with students’ perceptions of blended learning. This research uses a quantitative method involving 28 students of prospective science teachers in the mathematics faculty and natural sciences at Medan State University. Data were collected using a learning independence questionnaire, which was first validated by two learning experts. Measurement of learning independence is done after students undergo one semester of blended learning. In general, student learning independence is at a moderate level. Analysis based on gender shows that there are no statistically significant differences between men and women in learning independence. This study also revealed that differences in learning outcomes are influenced by the level of learning independence, especially in the "selfcontrol" aspect.