PENGARUH MODEL PEMBELAJARAN BLENDED LEARNING DIBANDINGKAN E-LEARNING DIPADU PENDEKATAN SCIENTIFIC APPROACH TERHADAP KEMAMPUAN HOTS DLE KELAS X TITL SMKN 6 MALANG

THE EFFECT OF BLENDED LEARNING MODEL COMPARED TO E-LEARNING MODEL INTEGRATED SCIENTIFIC APPROACH ON HOTS DLE ABILITY IN CLASS X TITL SMKN 6 MALANG

Penelitian ini bertujuan untuk: (1) menganalisis rata-rata kemampuan awal HOTS siswasebelum diberi perlakuan model pembelajaran blended learning dan e-learning yang dipadu pendekatan scientific appoarch; (2) menganalisis rata-rata kemampuan akhir HOTS siswa
sesudah diberi perlakuan model pembelajaran blended learning dan e-learning yang dipadu pendekatan scientific appoarch; (3) menganalisis perbedaan  kemampuan akhir HOTS siswa sesudah diberi perlakuan model pembelajaran blended learning dibandingkan e-learning yang dipadu pendekatan scientific appoarch. Metode yang digunakan adalah nonequevalent  control grup design dengan pendekatan quasi experimental design. Sampel penelitian pada kelas X TITL 1 sebanyak 36 siswa dengan perlakuan blended learning, dan kelas X TITL 2 sebanyak 36 siswa dengan perlakuan e-learning. Hasil penelitian menunjukkan bahwa: (1) rata-rata kemampuan awal HOTS X TITL 1 dengan perlakuan blended learning adalah 60,16 dan X TITL 2 dengan perlakuan e-learning adalah 62,00; (2) rata-rata kemampuan akhir HOTS X TITL 1 dengan perlakuan blended learning adalah 88,61 dan X TITL 2 dengan perlakuan e-learning adalah 72,72; (3) nilai uji pada independent sample t-test sebagai nilai dari thitung yang menggunakan taraf signifikasi 5% (0,05) adalah 7,870 jatuh pada daerah penolakan H0, baik pada taraf signifikansi 5% (tt5% = 1,994) maupun pada taraf signifikansi 1% (tt1% = 2,647). Sehingga terdapat perbedaan sangat signifikan antara model pembelajaran blended learning dibandingkan model pembelajaran e-learning untuk meningkatkan kemampuan HOTS siswa kelas X TITL SMK Negeri 6 Malang pada mata pelajaran dasar listrik dan elektronika.

This study aims to: (1) analyze the initial ability of HOTS student’s before being treated with the blended learning and e-learning combined with the scientific approach; (2) to analyze the students' HOTS final ability after being treated with blended learning and e-learning combined with scientific appoarch; (3) analyze the differences in students' HOTS abilities after being treated with the blended learning compared to e-learning combined with the scientific appoarch approach. The method used is nonequevalent control group design with a quasi experimental design approach. The research sample in class X TITL 1 was 36 students with blended learning, and class X TITL 2 was 36 students with E-Learning. The results showed that: (1) the average initial ability of HOTS X TITL 1 is 60.16 and X TITL
2 is 62.00; (2) the average final ability of HOTS X TITL 1 is 88.61 and X TITL 2 is 72.72; (3) the test value on the independent sample t-test as the value of t count using a significance level of 5% (0,05) is 7.870 falling in the H0 rejection area, both at the 5% significance level (tt5% = 1.994) and at the 1% significance level (tt1% = 2,647). So there is a very significant difference between the blended learning model compared to the e-learning model to improve the HOTS ability of class X TITL students at SMK Negeri 6 Malang in basic electricity and electronic subjects