Effect of Blended Learning on Students' Learning Outcomes: A Meta-Analysis

Herman Lusa, Adnan Adnan, Yurniwati Yurniwati

Abstract


Abstract: Effect of Blended Learning on Students’ Learning Outcomes: A Meta-analysis. Objective: This research aims to determine the effect of blended learning implementation in Indonesia between 2016-2020. Methods: This is a meta-analysis study and 27 articles met the criteria analyzed by Revman 5.4. This study reported effect size of blended learning on learning outcomes consisting of subgroups of education levels (elementary school, junior high school, senior high school, vocational education, and college) and subgroups of learning outcomes (knowledge, thinking ability, and attitude). Findings: The theoretical effect size score of Standard Mean Difference or SMD = 1.01 (95% CI [0.802– 1.20). P < 0.00001) for blended learning compared to conventional. Subgroup analysis obtained a high category effect size for Blended Learning’s application according to the level of education and learning achievement. Except for the effect size for attitudes belongs to the moderate category. Conclusion: This study concluded that Blended Learning positively affects knowledge mastery, thinking ability, motivation, and learning independence at all levels of education.

Keywords: blended learning, learning outcomes, education level.

Abstrak: Pengaruh Blended Learning Terhadap Hasil Belajar Siswa: Suatu Meta Analisis. Tujuan: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan blended learning di Indonesia antara tahun 2016–2020. Metode: Penelitian ini merupakan penelitian meta-analisis dan 27 artikel telah memenuhi kriteria setelah dianalisis dengan menggunakan Revman 5.4. Dalam penelitian ini dilaporkan effect size dari blended learning terhadap hasil belajar yang terdiri atas subgroup jenjang pendidikan (SD, SMP, SMA, SMK dan Perguruan tinggi) dan subgroup hasil belajar (pengetahuan, kemampuan berpikir, dan sikap). Temuan: Skor effect size teoritik standar mean difference atau SMD = 1.01 (95% CI [0.802– 1.20). P < 0.00001) untuk blended learning dibandingkan dengan metode pembelajaran konvensional. Analisis subgrup diperoleh informasi bahwa effect size berkategori tinggi untuk penerapan blended learning sesuai jenjang pendidikan dan hasil belajar. Kecuali effect size untuk sikap masuk ke dalam kategori sedang. Kesimpulan: Penelitian ini menyimpulkan bahwa Blended Learning memberi pengaruh positif terhadap penguasaan pengetahuah. kemampuan berpikir. motivasi dan kemandirian belajar di semua jenjang pendidikan.

Kata kunci: blended learning, hasil belajar, tingkat pendidikan.

 

DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202113


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