The Influence of the Use of the Approach of Blended Learning Model Rotation Based Moodle on Motivation and Cognitive Abilities of Students in the Subjects of Physics
DOI:
10.29303/jppipa.v8i1.1100Published:
2022-01-13Issue:
Vol. 8 No. 1 (2022): JanuaryKeywords:
Blended learning, Rotation, Motivation, Cognitive abilityResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
Students' motivation to learn is the main aspect to achieve student success. Based on the results of observation and interview, the learning motivation of students in SMA Negeri 2 Kutacane is still relatively less, so the impact on the low cognitive ability of the students. The purpose of this study is to see the influence of the approach blended learning type station rotation on differences in motivation and cognitive abilities after the study. This research use approach uses quasi-experiments design pretest-posttest control group design. The population of this research is all students of class XI, the sample taken is of class XI IPA 2 as the experimental class and XI IPA 3 as the control class. Using a data collection instrument sheet, questionnaires, and interviews to measure the motivation to learn and use the instrument on a test to measure the cognitive abilities of the students. The results of data analysis using t-test (independent sample t-test) show the differences in motivation and cognitive abilities of students with a significance of 0.000Â <Â 0.05 means there is a significant difference between the motivation and ability of cognitive control and experimental classes. Therefore, it can be concluded that there is an influence of the use of the approach blended learning type station rotation motivation and cognitive abilities of the students.
References
Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and learning: A review of the current literature. Journal of Language Teaching and Research, 10(2), 232-238. http://dx.doi.org/10.17507/jltr.1002.03
Alfalfa, M. F., Agung, A. G., & Tegeh, I. M. (2018). Pengembangan Blended Learning Tipe Stationrotation Model Pada Mata Pelajaran Bahasa Indonesia Kelas X Multimedia. Jurnal Edutech Undiksha, 6(2), 222-232. http://dx.doi.org/10.23887/jeu.v6i2.20296
Alsalhi, N. R., Eltahir, M. E., & 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(9), e02424. https://doi.org/10.1016/j.heliyon.2019.e02424
Astalini, D., Darmaji, D., Pathoni, H., Kurniawan, W., Jufrida, J., Kurniawan, D., & Perdana, R. (2019). Motivation and attitude of students on physics subject in the middle school in indonesia. International Education Studies, 12(9), 15-26. http://dx.doi.org/10.5539/ies.v12n9p15
Ayob, N.F.S., Halim, N.D.A., Zulkifli, N.N., Zaid, N.M., & Mokhtar, M. (2020). Overview Of Blended Learning: the Effect of Station Rotation Model on Students Achievement. Journal of Critical Reviews, 7(6):320-326.
Bliuc, A. M., Ellis, R., Goodyear, P., & Piggott, L. (2010). Learning through faceâ€toâ€face and online discussions: Associations between students' conceptions, approaches and academic performance in political science. British Journal of Educational Technology, 41(3):512-524. http://dx.doi.org/10.1111/j.1467-8535.2009.00966.x
Castro, G.R., & Correa, D. (2021). Transparency in previous literature reviews about blended learning in higher education. Education and Information Technologies, 1-28. https://doi.org/10.1007/s10639-020-10406-x
Christina, S., Rusijono, R., & Bachtiar, B. (2019). The Application of Blended Learning’s Station Rotation Method in Elementary School’s Science Education to Improve Higher Order Thinking Skills. Dinamika Jurnal Ilmiah Pendidikan Dasar, 11(2), 79-85. http://dx.doi.org/10.30595/dinamika.v11i2.5048
Ehsanifard, E., Ghapanchi, Z., & Afsharrad, M. (2020). The Impact of Blended Learning on Speaking Ability and Engagement. Journal of Asia TEFL, 17(1), 253. http://dx.doi.org/10.18823/asiatefl.2020.17.1.17.253
Fatkhulloh, S. (2020, March). Can blended learning replace conventional learning in terms of mastery learning and cognitive attainment. In Journal of Physics: Conference Series, 1511(1), 012025. http://dx.doi.org/10.1088/1742-6596/1511/1/012025
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Govindaraj, A., & Silverajah V.S. G. (2017). Blending Flipped Classroom and Station Rotation Models in Enhancing Students’ Learning of Physics, ICETC 2017: Proceedings of the 2017 9th International Conference on Education Technology and Computers. https://dl.acm.org/doi/proceedings/10.1145/3175536
Harahap, F., Nasution, N. E. A., & 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, 12(1), 521-538. http://dx.doi.org/10.29333/iji.2019.12134a
Kang, H. Y., & Kim, H. R. (2021). Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC Medical Education, 21(1), 1-8. https://doi.org/10.1186/s12909-021-02508-y
Kumar, R. (2008). Convergence of ICT and Education. World Academy of Science, Engineering and Technology, 40(2008):556-559. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.193.2558&rep=rep1&type=pdf
Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1-12. https://doi.org/10.1016/j.compedu.2019.02.021
Mahalli, J. N., Mujiyanto, J., & Yuliasri, I. (2019). The Implementation of Station Rotation and Flipped Classroom Models of Blended Learning in EFL Learning. English Language Teaching, 12(12), 23-29. https://doi.org/10.5539/elt.v12n12p23
Mulya, G., & Lengkana, A. S. (2020). Pengaruh Kepercayaan Diri, Motivasi Belajar Terhadap Prestasi Belajar Pendidikan Jasmani. COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga, 12(2), 83-94. https://doi.org/10.26858/cjpko.v12i2.13781
Muthmainnah, A., & Suswandari, M. (2021). Implementasi Station Rotation Blended Learning tehadap Motivasi Belajar dan Pendidikan Karakter Peserta Didik. International Journal of Public Devotion, 3(2), 59-64. https://dx.doi.org/10.26737/ijpd.v3i2.2069
Nabilah, M., & Stepanus Sahala, H. (2020). Analisis Kemampuan Kognitif Peserta Didik dalam Menyelesaikan Soal Momentum dan Impuls. Jurnal Inovasi Penelitian dan Pembelajaran Fisika, 1(1), 1-7. http://dx.doi.org/10.26418/jippf.v1i1.41876
Naimnule, L., Oetpah, V., & Sila, V. U. R. (2016). Peningkatan Aktivitas Dan Hasil Belajar Kognitif Siswa Melalui Penerapan Model Pembelajaran Think Talk Write (Ttw) Di Smuk. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(10), 2050-2053. http://dx.doi.org/10.17977/jp.v1i10.7622
Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Mir, A., & Jonbekova, D. (2019). Challenges and benefits of blended learning in higher education. Retrieved from: https://nur.nu.edu.kz/bitstream/handle/123456789/4494/
Nirbita, B. N. (2020). Problem Based Learning with ICT for Student’s Cognitive. Jurnal Pendidikan dan Pembelajaran Kimia, 9(2), 46-54. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/JPK/article/view/21147
Niswaty, R., Rusbiati, S., Jamaluddin, J., & Salam, R. (2017). The Influence of Teacher’s Reinforcement for Students Motivation. In International Conference on Education, Science, Art and Technology (pp. 148-152). Retrieved from http://jurnal.fkip.unila.ac.id/index.php/pgsd/article/view/13942
Nugraha, D. M. D. P. (2021). Station Rotation Type Blended Learning Model Against Critical Thinking Ability of Fourth Grade Students. Journal of Education Technology, 4(4), 516-523. http://dx.doi.org/10.23887/jet.v4i4.29690
Owston, R., York, D. N., & Malhotra, T. (2019). Blended learning in large enrolment courses: Student perceptions across four different instructional models. Australasian Journal of Educational Technology, 35(5), 29-45. https://doi.org/10.14742/ajet.4310
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers & Education, 122, 92-103 https://doi.org/10.1016/j.compedu.2018.03.016
Riyadi, A., & Alhanif, S. S. (2020). Hubungan Motivasi Belajar dengan Prestasi Belajar Siswa pada Mata Pelajaran Ekonomi Kelas X (Sepuluh) di MA Al-Qurtubiyyah Nagrak Tahun Pelajaran 2016/2017. As-Syar'i: Jurnal Bimbingan & Konseling Keluarga, 2(1), 104-118. https://doi.org/10.47467/as.v2i1.124
Saritepeci, M., & Cakir, H. (2015). The Effect of Blended Learning Environments on Student's Academic Achievement and Student Engagement: A Study on Social Studies Course. Education and science, 40(177): 203-216. http://dx.doi.org/10.15390/EB.2015.2592
Sukhbaatar, O., Usagawa, T., & Choimaa, L. (2019). An artificial neural network based early prediction of failure-prone students in blended learning course. International Journal of Emerging Technologies in Learning (iJET), 14(19), 77-92. https://doi.org/10.3991/ijet.v14i19.10366
Sulistyorini, S. (2018). Infusing Active Learning Strategies Into Station Rotation Model In English Classroom. Conference: Infusing Active Learning Strategies into Station Rotation Model in English Classroom. Retrieved from: https://icsai.org/procarch/10iclei/10iclei-036.pdf
Tapilouw, F., & Setiawan, W. (2008). Meningkatkan pemahaman dan retensi siswa melalui pembelajaran berbasis teknologi multimedia interaktif. Jurnal pendidikan teknologi informasi dan komunikasi, 1(2), 19-25.
Author Biographies
Ulan Dari, Universitas Syiah Kuala, Banda Aceh
A Halim, Department of Physics Education, Training Teacher and Education Faculty, Universitas Syiah Kuala, Aceh Indonesia 23111
S. Ilyas, Universitas Syiah Kuala, Banda Aceh
License
Copyright (c) 2022 Ulan Dari, A Halim, S. Ilyas
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
