STUDI META ANALISIS: BLENDED LEARNING TERHADAP HASIL BELAJAR KOGNITIF SISWA

AYU, NOVITA (2024) STUDI META ANALISIS: BLENDED LEARNING TERHADAP HASIL BELAJAR KOGNITIF SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (2MB)
	PDF Restricted to Repository staff only Download (5MB)

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui kontribusi pengaruh Blended Learning terhadap hasil belajar kognitif siswa secara keseluruhan, berdasarkan jenjang Pendidikan, serta berdasarkan bidang pembelajaran. Penelitian ini adalah penelitian kuantitatif dengan pendekatan deskritif kuantitatif. Penelitian ini menggunakan teknik pengumpulan data sekunder yang diperoleh melalui database scopus dan google scholar menggunakan aplikasi PoP. Sebanyak dua puluh dua studi primer relevan yang diterbitkan dalam jurnal nasional dan internasional selama 2017-2021 dianalis menggunakan metode meta analisis. Persamaan Hedge’s dipilih untuk menentukan effect size yang diperoleh melalui software openMEE. Forest Plot dan validasi data bias publikasi diperoleh melalui software JASP 0.15.0.0 dengan menggunakan metode regression dan rank correlation. Hasil penelitian menunjukan bahwa penerapan blended learning secara keseluruhan memberikan pengaruh positif dan mampu meningkatkan hasil belajar kognitif pada pembelajaran sains dengan effect size sebesar 1.483 (excellent) berdasarkan random effect model. Selain itu jenjang pendidikan, dan bidang pelajaran tidak mempengaruhi data ukuran efek yang heterogen. Hal ini menunjukkan bahwa blended learning merupakan salah satu solusi terbaik dalam mengimplementasikan pembelajaran sains untuk meningkatkan hasil belajar kognitif siswa. Kata Kunci: blended learning; hasil belajar kognitif; meta-analisis iii ABSTRACT This study aims to determine the contribution of the influence of Blended Learning on cognitive learning outcomes of students as a whole, based on educational level, and based on the subjects of learning. This research is a quantitative research with a quantitative descriptive approach. This study uses secondary data collection techniques obtained through the Scopus and Google Scholar databases using the PoP application. Twenty-two relevant primary studies published in national and international journals during 2017- 2021 were analyzed using the meta-analysis method. Hedge's equation was chosen to determine the effect size obtained through the openMEE software. Forest plot and publication bias data validation were obtained through JASP 0.15.0.0 software using regression and rank correlation methods. The results showed that the application of blended learning as a whole had a positive influence and was able to improve cognitive learning outcomes in science learning with an effect size of 1,483 (excellent) based on the random effect model. In addition, education level and field of study did not affect the heterogeneous effect size data. This shows that blended learning is one of the best solutions in implementing science learning to improve students' cognitive learning outcomes. Keywords: blended learning; cognitive learning outcomes; meta�analys

Actions (login required)

View Item