Meta-Analisis: Pengaruh Blended Learning terhadap Peningkatan  Hasil Pembelajaran

Khairi Budayawan; Agung Setiawan; Ambiyar Ambiyar; Muhammad Giatman; Wakhinuddin Simatupang; Nurhasan Syah

doi:10.24036/voteteknika.v10i2.118134

Meta-Analisis: Pengaruh Blended Learning terhadap Peningkatan Hasil Pembelajaran

Khairi Budayawan⁽¹⁾, Agung Setiawan⁽²⁾, Ambiyar Ambiyar⁽³⁾, Muhammad Giatman⁽⁴⁾, Wakhinuddin Simatupang⁽⁵⁾, Nurhasan Syah⁽⁶⁾,
(1) Universitas Negeri Padang

Indonesia
(2) STKIP ROKANIA

Indonesia
(3) Universitas Negeri Padang

Indonesia
(4) Universitas Negeri Padang

Indonesia
(5) Universitas Negeri Padang

Indonesia
(6) Universitas Negeri Padang

Indonesia

Corresponding Author

DOI : https://doi.org/10.24036/voteteknika.v10i2.118134

Full Text:

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan dampak penggunaan teknologi terhadap hasil belajar melalui meta-analisis. Artikel ini membahas pengaruh pencapaian blended learning, dianalisis secara kuantitatif, mendeskripsikan data berupa ukuran sampel, mean dan standar deviasi dan dipublikasikan dalam jurnal yang terindeks Google Scholar. Desain analisis menggunakan analisis kontras kelompok dengan model efek acak yang ukuran efeknya dikoreksi. Analisis menggunakan perangkat lunak JASP untuk menghitung selisih rata-rata, Forrest plot, dan bias publikasi. Hasil analisis menunjukkan bahwa nilai I² = 99,823, confidence 0,95% dan summary effect 8,24 antara 3,39 hingga 13,09, terdapat perbedaan yang signifikan antara kelompok yang menggunakan blended learning dan konvensional. Dalam proses belajar kelompok, siswa yang menggunakan blended in learning memiliki hasil belajar yang lebih baik daripada yang tidak menggunakan blended. Berdasarkan hasil analisis, sangat jelas urgensi penerapan blended dalam mendukung proses pembelajaran.

Kata Kunci: Blended Learning, Hasil Belajar, Abad 21, Era Industri 4.0

This study aims to describe the impact of using technology on learning outcomes through meta-analysis. This article discusses the effect of blended learning achievement, analyzed quantitatively, described the data in the form of sample size, mean and standard deviation and published in a journal indexed on Google Scholar. The analysis design used group contrasts analysis with a random effects model whose effect sizes were corrected. The analysis uses JASP software to calculate the mean difference, forest plot, and publication bias. The results of the analysis show that the value of I² = 99.823, confidence 0.95% and summary effect 8.24 between 3. 39 to 13.09, there is a significant difference between the groups using blended learning and conventional. In the group learning process, students who use blended in learning have better learning outcomes than those who do not use blended. Based on the results of the analysis, it is very clear the urgency of the application of blended in supporting the learning process.

Keywords: Blended Learning, Learning outcomes, 21st century, Industrial era 4.0

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