Pengaruh Model Blended Learning Terhadap Kemandirian Belajar Dan Kemampuan Memecahkan Masalah Pada Mata Pelajaran Sejarah Kebudayaan Islam Kelas VIII Madrasah Tsanawiyah Negeri 1 Jombang 

The Effect of Blended Learning Model on Independent Learning and Problem-Solving Ability in Islamic Cultural History Subject Class VIII at Madrasah Tsanawiyah Negeri 1 Jombang

Latar belakang penelitian ini berasal dari adanya masalah, yakni terdapat kesenjangan antara kondisi ideal dan kondisi nyata. Kondisi ideal yang seharusnya guru dapat mengimplementasikan sebuah model pembelajaran yang relevan dan efektif mengatasi masalah dalam proses kegiatan mengajar, memahami materi dan karakteristik peserta didik dengan baik serta tercapainya tujuan pembelajaran yang ditetapkan. Sedangkan kondisi nyata yang terjadi di sekolah belum mengimplementasikan model pembelajaran dengan baik, model mengajar cenderung berceramah atau bercerita (monoton) sehingga belum bisa mendorong minat belajar peserta didik sehingga mereka mudah bosan.

Penelitian bertujuan untuk mengetahui adanya pengaruh atau tidaknya model blended learning terhadap kemandirian belajar dan kemampuan memecahkan masalah pada mata pelajaran sejarah kebudayaan Islam kelas VII. Metode penelitian yang digunakan yakni metode kuantitatif dengan jenis penelitian eksperimen kuasi dengan desain nonequivalent pretest-posttest control group. Terdapat kelompok eksperimen berjumlah 60 peserta didik dan kelompok kontrol berjumlah 60 peserta didik. Kelompok eksperimen menerapkan model blended learning tipe flipped classroom dan kelompok kontrol menerapkan model blended learning tipe self-blend. Adapun hasil penelitian berdasarkan uji independent sample t-test diperoleh hasil bahwa model blended learning berpengaruh terhadap kemandirian belajar dan kemampuan memecahkan masalah. Dapat disimpulkan model blended learning berpengaruh terhadap kemandirian belajar dan kemampuan memecahkan masalah pada mata pelajaran sejarah kebudayaan Islam kelas VIII di Madrasah Tsanawiyah Negeri 1 Jombang.

The background of this research comes from the existence of problems, namely there is a gap between ideal conditions and real conditions. Ideal conditions that teachers should be able to implement a relevant and effective learning model to overcome problems in the process of teaching activities, understand the material and characteristics of students well and achieve the set learning objectives. While the real conditions that occur in schools have not implemented the learning model well, the teaching model tends to be lecturing or telling stories (monotonous) so that it has not been able to encourage students' interest in learning so they are easily bored.

This study aims to determine whether or not the blended learning model has an effect on independent learning and problem-solving skills in the seventh grade Islamic cultural history subject. The research method used is a quantitative method with a quasi-experimental research type with a nonequivalent pretest-posttest control group design. There is an experimental group of 60 students and a control group of 60 students. The experimental group applied the blended learning model of the flipped classroom type and the control group applied the blended learning model of the self-blend type. The results of the study based on the independent sample t-test showed that the blended learning model had an effect on learning independence and problem-solving abilities. It can be concluded that the blended learning model has an effect on learning independence and problem-solving skills in the history of Islamic culture class VIII at Madrasah Tsanawiyah Negeri 1 Jombang.