Email this article Blended Learning Based on Heutagogy as a Determinant of Student Engagement in Islamic Education
Abstract
Abstract: Blended Learning Based on Heutagogy as a Determinant of Student Engagement in Islamic Education. Objective: Blended learning by prioritizing a heutagogical approach in Islamic Education needs to be analyzed to determine the potential for successful student engagement. Methods: Therefore, this study classifies, regresses, and predicts the determinants of the interaction of 128 students in a literacy project using three indicator variables discussions, presentations, and publications. Findings: This study found an f value of 85.79 plus / minus 5.83 (micro average: 86.27) with positive class completeness at an accuracy of 80.71 percent in classification analysis with a decision tree, f value 80.33 percent with an accuracy of 72.86 percent, and classification error of 27.14 percent in predictive analysis with Naïve Bayes, and the significance of t count 4.713 more than t table 1.97912 in regression analysis with SPSS. Conclusion: This study concludes that (1) discussion determines mastery in heutagogy learning, (2) discussion activities have a positive effect on understanding in heutagogy learning, and (3) discussion determines engagement in completing assignments.
Keywords: blended learning, heutagogical, Islamic education, student engagement.
Abstrak: Blended Learning Berbasis Heutagogi sebagai Determinan Keterlibatan Siswa dalam pembelajaran Pendidikan Agama Islam. Tujuan: Blended learning dengan mengutamakan pendekatan heutagogis dalam Pendidikan Islam perlu dianalisis untuk mengetahui potensi keberhasilan keterlibatan siswa. Metode: Penelitian ini mengklasifikasikan, meregresi, dan memprediksi determinan interaksi 128 siswa dalam proyek literasi dengan menggunakan tiga variabel indikator; diskusi, presentasi, dan publikasi. Temuan: Penelitian ini menemukan nilai f 85,79 tambah / kurang 5,83 (mikro rata-rata: 86,27) dengan ketuntasan kelas positif pada akurasi 80,71 persen pada analisis klasifikasi dengan pohon keputusan, nilai f 80,33 persen dengan akurasi 72,86 persen, dan kesalahan klasifikasi 27,14 persen pada analisis prediksi dengan Naïve Bayes, dan signifikansi t hitung 4,713 lebih dari t tabel 1,97912 pada analisis regresi dengan SPSS. Kesimpulan: Hasil penelitian menyimpulkan (1) diskusi menentukan ketuntasan pembelajaran heutagogi, (2) diskusi berpengaruh positif terhadap pemahaman dalam heutagogi, dan (3) diskusi menentukan keterlibatan siswa untuk menyelesaikan tugas.
Kata kunci: heutagogi, keterlibatan siswa, pembelajaran campuran, Pendidikan Agama Islam.
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