The Effectiveness of Blended Learning in Increasing Prospective Physics Teacher Students’ Learning Motivation and Problem-Solving Ability

Ketut Suma, I.N.P Suwindra, Rai Sujanem

Abstract


Advances in information technology have led to innovative learning methods that combine traditional and online learning, known as blended learning. This pre-experimental study aims to analyze the effectiveness of blended learning in increasing prospective physics teacher students’ learning motivation and problem-solving ability. There were 14 students who participated in this study. Theywere involved in 70% of face-to-face learning and 30% in online learning. The data of learning motivation were collected by the questioner and the data of problem-solving ability were collected by test. The research hypotheses were tested by non-parametric statistics, namely the sign test. The results of the study indicate that the pre-test score mean of learning motivation was 67.21 (SD= 5.45), which was in the medium level and the post-test score mean was 74.98 (SD=5.93), which was at a high level. The pre-test score means of problem-solving was 33. 43 (SD = 4.90) which was at a low-level and the post-test score mean was 63.54 (SD =2.35), which was at a moderate level. The one side sign test shows the calculated ZC= 3.43, which was higher than standard Z at a 5% significance level. The mean score of prospective physics teacher students’ learning motivation and problem-solving ability between before and after learning was significantly different. From this finding can be concluded that blended learning effective in increasing  prospective physics teacher students’ learning motivation and problem-solving ability.

 


Keywords


blended learning; learning motivation; problem-solving ability

References


Alsalhi, N.R., Eltahir, M.E., and Al-Qatawneh, S.S. (2019). The effect of blended learning on the achievement of ninth-grade students in science and their attitudes towards its use. Heliyon 5, pp 2-11.

Arslan, A.S., and Arslan, S. (2010). Mathematical models in physics: A study with prospective physics teacher. Scientific Research and Essays, 5 (7), pp. 634-640.

Asquith, M. (2011). The Effects of Blended Learning Instructional Strategies and The Impact on Biology End of Course Exam Score. Thesis. Submitted to The Faculty of the Educational Specialist Program. Northwest Missouri State University. Department of Educational Leadership College of Education and Human Services.

Briggs, K. C. (2014). Blended learning vs face-to-face instruction: a quantitative evaluation of student achievement in algebra I. Northcentral University.

Çaliskan, S., Selcuk, G.S., and Erol, M. (2010). Effects of the problem solving strategies instruction on the students’ physics problem solving performances and strategy usage. Procedia Social and Behavioral Sciences 2, 2239–2243.

Ceylan, V. K., & Elitok Kesici, A. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14(1), 308-320. DOI:10.14687/jhs.v14i1.4141.

Cildir, S. (2019). Improving the physics problem solving and problem posing skills of prospective physics teachers. SHS Web of Conferences 66, 01037.

Dziuban, C., et al. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3), 1-16.

Fazal, M., and Bryant, M. (2019). Blended Learning in Middle School Math: The Question of Effectiveness. Journal of Online Learning Research, 5(1),49-64.

Fisher, D., and Kusumah, Y.S. (2018). Developing student character of preservice mathematics teachers through blended learning. IOP Conf. Series: Journal of Physics: Conf. Series 1132 (2018) 012040.

Ghazali, R., Soon, C.C., Has, Z., S. N. S. Hassan, N.N.S., and Hanafi, D. (2018).The Effectiveness of Blended Learning Approach with Student’s Perceptions in Control Systems Engineering Course. International Journal of Human and Technology Interaction, 2(2), 103-108

Graham, C. R. (2006). Blended learning systems: definition, current trends, and future directions. In C. J.Bonk & C. R. Graham (Eds.), The Handbook of blended learning: Global Perspectives, local designs. (pp. A1–A88). San Francisco, CA: Pfeiffer Publishing. http://doi.org/10.2307/4022859

Harahap, F., Nasution, N.E.A., and Manurung, B. 2019. The Effect of Blended Learning on Student's Learning Achievement and Science Process Skills in Plant Tissue Culture Course. International Journal of Instruction,2(1).

Gopalan, V., Abu Bakar J.A., Zulkifli, A.N.,Alwi, A., dan Che Mat, R. (2017). Review of the Motivation Theories in Learning. AIP Conf. Proc. 1891, 020043-1–020043-7; https://doi.org/10.1063/1.5005376.

Heller,P., Keith, R., dan Anderson, S. (1992), Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus Individual Problem Solving, American Journal of Physics, 60(7), 627-636.

Hesse, L, (2017). "The effects of blended learning on K-12th-grade students". Graduate Research Papers. 116., Available at https://scholarworks.uni.edu/grp/116.

Jung, I. S. (2001). Building a theoretical framework of Web-based instruction in the context of distance education. British Journal of Educational Technology, 32(5), 525 -534.

Kaur, M. (2013). Blended learning - its challenges and future. Procedia - Social and Behavioral Sciences 93, 612 – 617.

Kazu, I.Y., and Demirkol, M. (2014). Effect of blended learning environment model on high school students’ academic achievement. The Turkish Online Journal of Educational Technology, 13 (1), 78-87.

Krasnova, L., and Shurygin, V. (2019). Blended Learning of Physics in the Context of the Professional Development of Teachers. International Journal of Emerging Technologies in Learning, 14(23)

Lee, Y.C., Chi Lau, K., and Yip, V.W.Y. (2016). Blended learning for building student-teachers’ capacity to learn and teach science-related interdisciplinary subjects. The case of Hong Kong. Asian Association of Open Universities Journal, 11(2), pp. 166-181.

Lin, Y.W., Tseng, C.L, and Chiang, P.J. (2017). The Effect of Blended Learning in Mathematics Course. EURASIA J. Math., Sci-Tech, 13(3), 741–770.

Maskar, S., and Wulantina, E. (2019). PersepsiPesertaDidikterhadapMetode Blended Learning dengan Google Classroom. Jurnal Inovasi Matematika (Inomatika), 1(2), 110-121.

Mazumder, O. (2014). Student Motivation and Learning Strategies of Students from USA, China and Bangladesh. International Journal of Evaluation and Research in Education (IJERE) 3(4), 205~210.

Merriam Webster. (2013). Merriam Webster. Merriam-Webster. http://www.merriam-webster. com/dictionary/motivation. Accessed 3 Jan. 2013.

Oh, E and Lim, D. (2005). Cross Relationships between Cognitive Styles and Learner Variables in the Online Learning Environment. Journal of Interactive Online Learning, 4(1), 53-66.

Oweis, T.I. 2018. Effects of Using a Blended Learning Method on Students’ Achievement and Motivation to Learn English in Jordan: A Pilot Case Study. Education Research International Volume 2018, Article ID 7425924. Available in https://doi.org/10.1155/2018/7425924.

Oxford Dictionary. (2013). Oxford Advanced Learners’ Dictionary. Oxford University Press. http://oald8.oxfordlearnersdictionaries.com/dictionary/motivation#motivate__43. Accessed 6 Jan. 2013.

Physics Educataion Departmen. (2016). Kurikulum Fisika KKNI 2016.

Santrock, J.W (Traslated by Tri Wibowo). (2007). Psikologi Pendidikan. Jakarta: Kencana.

Shivam, R., and Singh, S. (2015). Implementation of Blended Learning in the Classroom: A review paper. International Journal of Scientific and Research Publications, 5 (11), 369-372.

Shishigu, A., Hailu, A., and Zerihun Anibo, Z. (2018). Problem-Based Learning and Conceptual Understanding of College Female Students in Physics. EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 145-154.

Stacey, E., & Gerbic, P.( 2009). Introduction to blended learning practices. In E. Stacey & P. Gerbic (Eds.), Effective blended learning practices: Evidenced-based perspectives in ICT-facilitated education (pp. 1-20). Hershey, PA: Information Science Reference.

Tseng, W-S., Kano, T., and Hsu, C-H. (2014). Effect of Integrating Blended Teaching into Mathematics Learning for Junior High School Students. Journal of Computers and Applied Science Education, 1(2), 39-57.

Uğur, B., Akkoyunlu, B., &SerapKurbanoğlu, S. (2011). The students’ opinions on blended learning and its implementation in terms of their learning styles. Educ Inf Technol 16, 5–23.

UNESCO. (2017). Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia Pacific.

Vernadakis, N., Giannousi, M., Derri, V., and Michalopoulos, M. (2012). The impact of blended and traditional instruction in students’performance, Procedia Technology 1 ( 2012 ), 439 – 443.

Volchenkova, K., 2016. Blended learning: definition, models, implication for higher. education. Educ. Sci. 8 (2), 24–30.

Waynick, K. (2015). "Examining Implementations of Blended Learning in a K-12 Mathematics Classroom". Honors Projects. 195. https://scholarworks.bgsu.edu/honorsprojects/195

Wichadee, S. (2013). Facilitating Students’ Learning with Hybrid Instruction: A Comparison among Four Learning Styles. Electronic Journal of Research in Educational Psychology, 11(1), 099-116.

Williams, N.A., and Christie, G. (2008). Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry. Chem. Educ. Res. Pract, 9, 43–50.

Wong, L., Tatnall, A., & Burgess, S. (2014). A framework for investigating blended learning effectiveness. Education + Training, 56(2), 233–251. http://doi.org/10.1108/ET-04-2013-0049.

Yapici, I.U., and Akbayin, H. (2012). The effect of blended learning model on high school students’ biology achievement and on their attitudes towards the internet. The Turkish Online Journal of Educational Technology, 11(2), 228-237.

Yeop, M.A., Kung Teck Wong, K.T., and Noh, M.N. (2016). Blended learning in selected journals: a content analysis using the Complex Adaptive Blended Learning Systems. International Journal of Instructional Technology and Distance Learning, 13(10), 47-58.

Yen, J.-C., & Lee, C.-Y. (2011). Exploring problem-solving patterns and their impact on learning achievement in a blended learning environment. Computers & Education, 56(1), 138-145. DOI:10.1016/j.compedu.2010.08.012.

Yushau, B. (2006). The Effects of Blended E-Learning on Mathematics and Computer Attitudes in Pre-Calculus Algebra. The Mathematics Enthusiast,3(2).




DOI: http://dx.doi.org/10.23887/jpi-undiksha.v9i3.21947

Article Metrics

Abstract view : 545 times

Refbacks

  • There are currently no refbacks.




Copyright (c) 2020 JPI (Jurnal Pendidikan Indonesia)


Jurnal Pendidikan Indonesia (JPI) is published by:

LEMBAGA PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT (LPPM)

UNIVERSITAS PENDIDIKAN GANESHA

Jl. Udayana, Kampus Tengah, Singaraja-Bali
Kode Pos 81116
Telp. 0362-22928
Homepage: https://lppm.undiksha.ac.id
Email: jpi_journal@undiksha.ac.id


Jurnal Pendidikan Indonesia (JPI) is indexed by:

Akreditasi SINTA 2   Crossref JPI  Index Copernicus JPI JPI Undiksha OneSearch   Microsoft Academic JPI  JPI indexing by Asean Citaion Index 




Creative Commons License

Jurnal Pendidikan Indonesia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.