Open AccessThe Influence of Blended Learning And Learning Independence On Student Learning Outcomes In Economics Subjects
Author(s) -
Khoirul Pahmi,
Indra Maipita,
Muhammad Yusuf
Publication year - 2021
Publication title -
edutec : journal of education and technology
Language(s) - English
Resource type - Journals
ISSN - 2597-9221
DOI - 10.29062/edu.v4i4.223
Subject(s) - blended learning , mathematics education , economics education , class (philosophy) , independence (probability theory) , variables , active learning (machine learning) , psychology , educational technology , computer science , mathematics , artificial intelligence , machine learning , statistics , primary education
Educational work is always in a world that is constantly changing along with the advancement of information technology and demographic changes. If the world of education is not biased to adjust to the development of the times and demographic graying is also soasial, education will become obsolete and not aligned with the educational objectives that have been formulated, especially with changes that occur due to the pandemic that requires schools to implement mixed learning or blended learning. The purpose of this study is to find out the difference in learning outcomes of students who use blended learning models using conventional models and to know how far students learn outcomes in economics subjects after the implementation of blanded learning models. This research is an experimental study with Factorial Design 2 x 2 (ANAVA Two Way) involving 3 variables, namely the free variable is a blended learning model, the bound variable is the result of studying the economics of students of Sma Negeri 1 Gunung Tuleh and the moderating variable is the independence of students' learning. The population in this research is as many as 4 classes and the sample is as many as 2 classes. The results of this study showed that the experimental class score for the category of high learning independence has a higher average student learning outcome of 83.6 compared to the control class with a score of 78.9, while for low learning independence the average results of experimental class learning is higher at 57.5 compared to the control class with a score of 54.1. Based on the results of statistical analysis with a two-track ANAVA showed that the results of the first hypothesis test obtained Fhitung > Ftabel, namely 18.63 > 2.74 and spss-22 results for the learning model obtained 0.00 < 0.05, then Ho was rejected and Ha accepted. The conclusion obtained that there is a difference between student learning outcomes in the expository learning model class and student learning outcomes in blanded learning model classes.