Analysis Hybrid Learning on Learning Motivation Students and Mental Disorders as Moderator Variables During COVID-19
DOI:
10.29303/jppipa.v9i8.4847Published:
2023-08-25Issue:
Vol. 9 No. 8 (2023): AugustKeywords:
Hybrid learning, Learning motivation, Mental disorderResearch Articles
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Abstract
Social distancing and physical distancing because off COVID is impact on education policy to implementation hybrid learning. Due to activities and interactional social relationships during COVID causes students sustain mental disorders and low learning motivation. The purpose is analyzing the effect of hybrid learning on learning motivation and mental disorders as moderator variables. Research subjects is 68 students of Daruul Hijri SDIT and use purposive sampling. The method used is MRA analysis through interaction, absolute difference and residual tests. The results are (1) T value > T table 3,439>1,996 and sig 0.001<0.05 which means hybrid learning has significant effect on learning motivation (2) -2.203<-1.996 and sig 0.031 < 0.05 which means hybrid learning (after added mental disorder) has negative and significant effect. (3) 2.624 > 1.996 and sig 0.011 < 0.05 which means hybrid learning has significant effect on mental disorders, (4) -2.354 < -1.996 and sig 0.022 <0.05 which means mental disorder has negative effect and significant, (5) R2 X on Y = 0.152 while R2 X on Y, Z as moderator variable=0.331 means variable Z strengthens the influence dependent and independent variables, (6) On absolute difference test, coefficient ZX-ZZ is (-0.441) which means variable Z moderates X and Y, (7) On residual test, (-3.687) < (-.1996) and sig 0.000 <0.05, which means variable Z moderates between X and Y. The conclusion is based on results hybrid learning that runs effectively can reduce the risk of mental disorders and increase learning motivation
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Author Biography
Haetami, Indonesian Defense University
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