HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES

Umi Kulsum

Abstract


The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) significant relationship between learning activity and learning outcomes, significance 0.000; (3) there is a significant difference in the effect of variations in hybrid learning time modification on learning activity and learning outcomes, the significance of 0.037

Keywords: Time Modification, Hybrid Learning, Active Learning, Learning Outcomes


Keywords


Time Modification, Hybrid Learning, Active Learning, Learning Outcomes

Full Text:

PDF

References


Adi, S. 2014. Pengaruh Modifikasi Waktu Belajar Terhadap Peningkatan Kebugaran, Konsep Diri, dan Prestasi Akademik. Surabaya: Disertasi, tidak Dipublikasikan.

Dewantara, D., Wati, M., Misbah, Mahtari, S., Haryandi, S. 2020. Blended Learning to Improve Learning Outcomes in Digital Electronics Courses. https://doi.org/10.2991/assehr.k.200219.054

Hamdi & Slamet, S. 2016. Implementasi Modifikasi Pembelajaran dan Simple Feedback Dalam Pembelajaran Aktivitas Permainan Bola Voli Untuk Meningkatkan Waktu Aktif Belajar. Jurnal Pendidikan Jasmani dan Olahraga, Vol.1 No.2, September 2016.

Hariadi, B., Sunarto, M.J.D., Sudarmaningtyas, P., Jatmiko, B. 2019. Hybrid learning by using brilian applications as one of the learning alternatives to improve learning outcomes in college. International Journal of Emerging technologies in Learning 14(10), pp.34-45

Klimova, B.F., Kacetl, J. 2015. Hybrid Learning and its Current Role in the Teaching of Foreign languages. Procedia-Social and Behavioral Science 182, page 477 -481, Published by Elsevier Ltd.

Mizokami S. 2018. Deep Active Learning from the Perspective of Active Learning Theory In: Matsushita K. (eds) Deep Active Learning. Springer, Singapore. https://doi.org/10.1007/978-981-10-5660-4_5

Mohamad, N., Masek, A., Zawawi, Z., & Mohd Zuki, F. S. 2020. Attitude and Motivation of Engineering Students’ towards Participating in Student-Centered Learning Activities. Universal

Nurmahen. 2017. Pengaruh Metode Blended Learning Terhadap Pemahaman Konsep Dalam Pembelajaran IPS. (Universitas Pendidikan Indonesia-respository.upi.edu)

Sudjana, Nana. 2016. Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Roesdakarya




DOI: https://doi.org/10.24114/sejpgsd.v11i3.27922

Article Metrics

Abstract view : 321 times
PDF - 236 times

Refbacks

  • There are currently no refbacks.


School Education Journal PGSD FIP UNIMED

Creative Commons License

School Education Journal PGSD FIP UNIMED is licensed under a Creative Commons Attribution 4.0 International License.