AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan kemandirian belajar mahasiswa (KBM) melalui blended learning. Metode penelitian yang digunakan adalah quasiexperimental dengan desain nonequivalent pre-test and post-test control-group. Subjek penelitian ini adalah mahasiswa program studi pendidikan matematika Universitas PGRI Palembang yang terdiri dari 54 mahasiswa yang terbagi ke dalam dua kelompok sampel, yaitu kelas eksperimen dan kelas kontrol. Kelas eksperimen diberikan perlakuan berupa blended learning, sedangkan kelas kontrol diberikan pembelajaran konvensional. Instrumen penelitian terdiri dari tes kemampuan awal mahasiswa (KAM) dan angket KBM. Data dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa peningkatan KBM yang mendapatkan perlakuan blended learning tidak lebih baik daripada mahasiswa yang mendapatkan pembelajaran konvensional. Kata kunci: blended learning, kemandirian belajar. AbstractThis study aims to know the improvement of student self-regulated learning (SRL) through blended learning. The method used is a quasi-experimental design with nonequivalent pre-test and post-test control-group. The subjects were students of mathematics education in the University of PGRI Palembang which consists of 54 students. They were divided into two groups of samples, namely the experimental class and control class. Experiment class got blended learning treatment, while control class got conventional learning. Research instrument consists of students' initial ability (SIA) test and KBM questionnaire. Data were analyzed quantitative descriptive. The results show that the improvement of SRL who get blended learning is not better than students who get conventional learning.
AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran terhadap motivasi pembelajaran fisika kelas XI MIPA 1 SMA Titian Teras. Jenis penelitian yang digunakan adalah penelitian analisis deskriptif. Hasil penelitian menunjukkan bahwa rata-rata tingkat motivasi belajar termasuk dalam kriteria sedang. Penelitian tentang motivasi belajar siswa kelas XI MIPA 1 SMA TitianTeras MuaroJambi, menunjukkan bahwa rata-rata tingkat motivasi belajar termasuk dalam kriteria sedang untuk siswa kelas XI MIPA 1 SMA TitianTeras MuaroJambi .Banyak faktor yang mempengaruhi kontribusi terhadap pencapaian nilai rata-rata siswa, salah satunya motivasi belajar. Motivasi belajar sangat penting dalam proses pembelajaran karena proses belajar membutuhkan interaksi dan partisipasi aktif dari peserta didik untuk berhasil. Kata kunci: media, motivasi Abstract This study aims to determine the effect of the use of learning media on the learning motivation of physics class
Indonesia is the fourth most populous country in the world, after China, India and the United States, with a population of 2018 of around 267 million. The increase in the average population will be a major contributor to the growth of the food and beverage industry. Today's mobility of people is getting higher so it consumes food outside the home. Restaurant products are determined by five factors, namely food and beverage factors, service factors, hygiene and hygiene factors, price factors and atmospheric factors, whereas based on the activities and food or drinks served, restaurants are classified into twenty types ranging from A'la carte restaurant to main dining room. The objectives of this study are: (1) to analyze the effect of food quality, price, service quality and partial perceived value on customer satisfaction; (2) partially analyze the influence of food quality, price, service quality and perceived value on customer loyalty; (3) analyze customer satisfaction mediation due to the influence of food quality, price, service quality and perceived value on customer loyalty. The sample was determined using the Slovin formula of 100 respondents. Survey method with descriptive and quantitative analysis. The analytical tool used in this study is the smartpls application version 3.0. The results of the study note that food quality, price, service quality and perceived value affect customer satisfaction, food quality, price, service quality and perceived value affect customer loyalty and customer satisfaction can mediate the relationship between food quality, price, service quality and perceived value towards customer loyalty.
Most prior studies on mathematical literacy (ML), self-regulated learning (SRL), and RME-based blended learning were carried out qualitatively. Therefore, it was necessary to test them with statistical inference. This study aimed to analyze the interaction between RME-based blended learning, conventional learning, and SRL in improving students' ML. The method used was quasi-experimental with a 2x2 factorial design. The population was students in grade 7 with a sample of 38 students (21 males and 17 females). RME-based blended learning was conducted in the experiment class, while conventional learning was in the control class. Self-regulated learning and mathematical literacy data were obtained from the questionnaire and test, respectively. Data were analyzed using the Adjusted Rank Transform Test with Two-Way ANOVA and Mann-Whitney U test. The result showed an interaction between RME-based blended learning, conventional learning, and SRL towards students' ML improvement. Students' ML improvement who received RME-based blended learning was higher than those who received conventional learning regarding the high level of SRL and vice versa at the low level. Furthermore, students' ML improvement with high SRL was slightly higher than those with low SRL after receiving RME-based blended learning and vice versa after getting conventional learning.
Kemandirian belajar di kalangan mahasiswa masih rendah. Ini terlihat dari mahasiswa kurang aktif dalam mencari sumber belajar dan hanya menunggu dari dosen, dari tugas pembuatan media pembelajaran yang diberikan mahasiswa masih banyak yang hanya menyalin dan mengedit saja. Untuk melatih kemandirian belajar, diperlukan suatu inovasi dalam pembelajaran, salah satunya menggunakan pembelajaran yang menggabungkan pembelajaran tatap muka dan virtual, yaitu blended learning. Penelitian ini bertujuan untuk melatih kemandirian belajar mahasiswa dalam membuat media pembelajaran berbasis Macromedia flash melalui blended learning. Metode penelitian yang digunakan yaitu metode deskriptif kuantitatif. Sampel dalam penelitian ini adalah mahasiswa program studi pendidikan matematika Universitas PGRI Palembang yang berjumlah 28 orang. Instrumen penelitian berupa angket kemandirian belajar mahasiswa yang diberikan sebelum dan sesudah pembelajaran. Data kuantitatif yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa kemandirian belajar mahasiswa mengalami perubahan sebelum dan sesudah pembelajaran, dengan persentase perubahan terbesar terdapat pada indikator self efficacy (konsep diri), sedangkan persentase perubahan terkecil terdapat pada indikator mengevaluasi proses dan hasil belajar. Selanjutnya, upaya yang dapat dilakukan untuk melatih kemandirian belajar mahasiswa dengan blended learning yaitu menyediakan forum diskusi, memberikan tugas pada setiap materi agar mahasiswa mengetahui dengan jelas tujuan pembelajaran, melakukan pembahasan pada setiap tugas yang diberikan, dan tidak membatasi mahasiswa dalam mengakses sumber belajar. Kata kunci: blended learning, kemandirian belajar, Macromedia flash
Macromedia Flash, one of ICT program, is an animation program that can be explored to design instructional media. However, time allocation in the class is not sufficient to facilitate students for understanding how to design and work with Macromedia Flash. Blended learning is carried out to facilitate student learning in the classroom and online class. Online class is using Schoology as learning platform so that students can learn anytime and anywhere. This study aims to describe how the process of blended learning using Schoology in teaching Macromedia Flash-based instructional media for mathematics education students of Universitas PGRI Palembang and how students’ responses. Qualitative and quantitative descriptive research method is used. Data was analyzed from documentation, questionnaire, and interviewing. The results show that blended learning using Schoology can be employed by students to learn, practice, and discuss material of Macromedia Flash-based instructional media from inside and outside class. It also facilitated students to collect their task. Most of students can produce Macromedia Flash-based instructional creatively. Students give very good response to the implementation of blended learning using Schoology about 82.19%.
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