The Effectiveness of the Implementaton of Blended Learning in Economics
Penelitian ini dilakukan dengan tujuan untuk menganalisis perbandingan efektivitas blended learning dan pembelajaran daring dalam mempengaruhi hasil belajar peserta didik, serta efektivitas penerapan blended learning pada pembelajaran berdasarkan hasil belajar, aktivitas belajar, serta respon peserta didik. Penelitian ini dilaksanakan dalam pembelajaran mengenai bank sentral, sistem pembayaran, dan alat pembayaran. Penelitian ini didasari oleh permasalahan yang timbul dari penerapan pembelajaran daring yang dilaksanakan di SMAN 1 Porong. Penelitian ini tergolong dalam penelitian kuasi-eksperimen yang dilaksanakan menggunakan non equivalent control group design dengan subjek penelitian berupa peserta didik kelas x ips 1 dan x ips 3 SMAN 1 Porong Tahun Ajaran 2020-2021 sebesar 68 peserta didik. Data yang terkumpul di dalam penelitian ini diperoleh menggunakan test, angket, dan observasi yang diolah menggunakan analisis statistic non-parametrik dan analisis statistic deskriptif. Hasil analisis data menunjukkan bahwa (1) model pembelajaran mempengaruhi hasil belajar peserta didik; (2) terdapat perbedaan rerata hasil belajar peserta didik antara pembelajaran dengan blended learning dan pembelajaran daring; (3) pembelajaran dengan blended learning lebih efektif dibandingkan pembelajaran daring, dan (4) pembelajaran dengan blended learning efektif untuk dilaksanakan berdasarkan hasil belajar, aktivitas, serta respon peserta didik.
This research aims to compare the effectiveness of blended learning and online learning in influencing students’ learning outcomes, as well as the effectiveness of blended learning application based on the students’ learning outcomes, learning activities, and student responses in central bank, payment systems, and payment instruments chapter. This is a quasi-experimental study with a non-equivalent control group design. The sample used in this research consisted of 68 students from class X IPS 1 and X IPS 3 of SMAN 1 Porong 2020-2021. The data used in this study were obtained using tests, questionnaires, and observations which were analyzed using non-parametric statistical analysis, N-gain calculation, and descriptive statistical analysis. The results showed that (1) learning models affect student learning outcomes; (2) there is a significant difference in the average students’ learning outcomes between blended learning and online learning, (3) blended learning is more effective to be implemented than online learning, based on the students’ learning outcome, and (4) blended learning is effective to be implemented based on learning outcomes, activities, and student responses.