The Influence of Blended Learning Learning Model and Student Creativity on Science Learning Outcomes of Grade VII Students
Abstract
Background: This study aims to analyze differences in student learning outcomes between students whose learning uses a learning model (blended learning) and has high student creativity and students whose learning uses a learning model (discovery learning) and has high student creativity. Method: This study uses a quantitative method approach. This type of research uses a 2x2 factorial experiment method. The research population used was all students of class VII SMPN Labuan. Result: The results showed that: 1) There were differences in science learning outcomes between students whose learning activities used the blended learning model and students who used the discovery learning model. 2) There are differences in science learning outcomes between students who have high creativity and students who have low creativity. 3) There are differences in science learning outcomes between students who use blended learning models and have high creativity and students who use discovery learning models and high creativity. Conclusion: There are differences in science learning outcomes between students who use the blended learning model and have low creativity and students who use the discovery learning model and have low creativity.
Full text article
References
Aritonang, I. B., Martin, R., & Akbar, W. (2021). Peran Model Pembelajaran Blanded Learning Dalam Masa Pandemi Covid-19 Terhadap Hasil Belajar PPKN di Kelas V UPTD SPF SDN Teluk Rumbia. Jurnal Kependidikan, 1(1), 1–14. https://doi.org/http://dx.doi.org/10.32832/tadibuna.v2i1.547
Arnyana, I. B. P. (2018). Pembelajaran Sains di Era Revolusi Industri 4.0. Prosiding Seminar Nasional MIPA, 8. https://doi.org/https://doi.org/10.23971/eds.v8i1.1806
Damanhuri, A., Mujahidin, E., & Hafidhuddin, D. (2013). Inovasi Pengelolaan Pesantren dalam Menghadapi Persaingan di Era Globalisasi. 2(1), 2252–5793. https://doi.org/http://dx.doi.org/10.32832/tadibuna.v2i1.547
Fardah, D. K. (2012). Analisis Proses dan Kemampuan Berpikir Kreatif Siswa Dalam Matematika Melalui Tugas Open-Ended. Semarang: Universitas Negeri Semarang. Jurnal Kreano, 3(2), 1–10. https://doi.org/https://doi.org/10.15294/kreano.v3i2.2616
Haka, N. B., Anggita, L., Anggoro, B. S., & Hamid, A. (2020). Pengaruh Blended Learning Berbantukan Google Classroom Terhadap Keterampilan Berpikir Kreatif Dan Kemandirian Belajar Peserta Didik. Edu Sains Jurnal Pendidikan Sains & Matematika, 8(1), 1–12. https://doi.org/10.23971/eds.v8i1.1806
Hidayat, M. T., Junaidi, T., & Yakob, M. (2020). Pengembangan Model Pembelajaran Blended Learning dalam Meningkatkan Pemahaman Siswa Terhadap Tradisi Lisan Aceh. Jurnal Mimbar Ilmu, 25(3), 401–410. https://doi.org/https://doi.org/10.23887/mi.v25i3.28913
Hong, O., & Song, J. (2020). A componential model of Science Classroom Creativity (SCC) for understanding collective creativity in the science classroom. Thinking Skills and Creativity Journal, 37(100698). https://doi.org/https://doi.org/10.1016/j.tsc.2020.100698
Iryanto, N. D. (2022). Nilai-Nilai Moral dan Sosial pada Pertunjukkan Seni Budaya Kesenian Barongan Sebagai Sumber Belajar Literasi Budaya Siswa Sekolah Dasar. Jurnal Basicedu, 6(2), 2931–2942. https://doi.org/10.31004/basicedu.v6i2.2488
Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35(May 2020), 116–131. https://doi.org/10.1016/j.ece.2021.01.012
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers and Education, 56(3), 818–826. https://doi.org/10.1016/j.compedu.2010.10.023
Rusdiana, A., Sulhan, M., Arifin, I. Z., & Kamludin, U. A. (2020). Penerapan Model POE2WE Berbasis Blended Learning Google Classroom Pada Pembelajaran Masa WFH Pandemic Covid-19. Scientific Writing of the Bandung State Islamic University 2020, 1–10. http://digilib.uinsgd.ac.id/30490/1/Rusdiana_PenerapanModelPOE2WEset.pdf
Saefudin, A. A. (2012). Pengembangan Kemampuan Berpikir Kreatif Siswa Dalam Pembelajaran Matematika Dengan Pendekatan Pendidikan Matematika Realistik Indonesia (Pmri). Jurnal Pendidikan Islam Dasar, 4(1), 37–49. https://doi.org/https://doi.org/10.14421/al-bidayah.v4i1.10
Sukendro, S., Habibi, A., Khaeruddin, K., Indrayana, B., Syahruddin, S., Makadada, F. A., & Hakim, H. (2020). Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410. https://doi.org/10.1016/j.heliyon.2020.e05410
Widiara, I. K. (2020). Blended Learning Sebagai Alternatif Pembelajaran di Era Digital. Jurnal Pendidikan, 2(December), 50–56. https://doi.org/https://doi.org/10.55115/purwadita.v2i2
Widodo, & Widayanti, L. (2013). Peningkatan Aktivitas Belajar dan Hasil Belajar Siswa dengan Metode Problem Based Learning pada Siswa Kelas VIIA MTs Negeri Donomulyo Kulon Progo Tahun Pelajaran 2012/2013. Jurnal Fisika Indonesia, 17(49), 32–35. https://doi.org/10.22146/jfi.24410
Books:
Dimyati, & Mudjiono. (2009). Belajar dan Pembelajaran. PT Rineka Cipta.
Husamah. (2014). Pembelajaran Bauran (Blended Learning). Prestasi Pustaka Jaya.
Riduwan. (2010). Belajar Mudah Penelitian untuk Guru-Karyawan dan Peneliti Pemula. Alfabeta.
Stameto. (1995). Belajar dan FaktorFaktor yang Mempengaruhinya. Rineka Cipta.
Sudjana, N. (2009). Penilaian Hasil Proses Belajar Mengajar. Remaja Rosdakarya.
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R&D. ALfabeta Bandung.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Sukmadinata, N. S. (2004). Landasan Psikologi Proses Pendidikan. Remaja Rosdakarya.
Thorne, K. (2013). Blended learning : How to integrate online and traditional learning. Kogan Page Publishers.
Trianto. (2011). Mendesain Model Pembelajaran Inovatif-Progresif. Kencana Pranada Media Group.
Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.