Analysis Hybrid Learning on Learning Motivation Students and Mental Disorders as Moderator Variables During COVID-19








Vol. 9 No. 8 (2023): August


Hybrid learning, Learning motivation, Mental disorder

Research Articles


How to Cite

Haetami, H. (2023). Analysis Hybrid Learning on Learning Motivation Students and Mental Disorders as Moderator Variables During COVID-19. Jurnal Penelitian Pendidikan IPA, 9(8), 6648–6658.


Download data is not yet available.


Metrics Loading ...


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


Baety, D. N., & Munandar, D. R. (2021). Analisis Efektifitas Pembelajaran Daring Dalam Menghadapi Wabah Pandemi Covid-19. Edukatif: Jurnal Ilmu Pendidikan, 3(3), 880–989.

Bagwasi, M. M. (2019). The major educational policies, models and ideas that have influenced Botswana’s education system. Policy Futures in Education, 17(3), 370–382.

Batista, J., Santos, H., & Marques, R. P. (2021). The Use of ICT for Communication between Teachers and Students in the Context of Higher Education Institutions. Information, 12(11), 479.

Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a Qualitative Description Approach in Health Care Research. Global Qualitative Nursing Research, 4, 233339361774228.

Campbell, F., Blank, L., Cantrell, A., Baxter, S., Blackmore, C., Dixon, J., & Goyder, E. (2022). Factors that influence mental health of university and college students in the UK: A systematic review. BMC Public Health, 22(1), 1778.

Campos, P. A., & Reich, M. R. (2019). Political Analysis for Health Policy Implementation. Health Systems & Reform, 5(3), 224–235.

Clark, J. L., Algoe, S. B., & Green, M. C. (2018). Social Network Sites and Well-Being: The Role of Social Connection. Current Directions in Psychological Science, 27(1), 32–37.

Daniel, J., Quartz, K. H., & Oakes, J. (2019). Teaching in Community Schools: Creating Conditions for Deeper Learning. Review of Research in Education, 43(1), 453–480.

Dewantara, J. A., & Nurgiansah, T. H. (2020). Efektivitas Pembelajaran Daring di Masa Pandemi COVID 19 Bagi Mahasiswa Universitas PGRI Yogyakarta. Jurnal Basicedu, 5(1), 367–375.

Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The Influence of Emerging Technologies on Distance Education. Electronics, 12(7), 1550.

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947.

I Kadek Yogi Mayudana & I Komang Sukendra. (2020). Analisis Kebijakan Penyederhanaan Rpp (Surat Edaran Menteri Pendidikan Dan Kebudayaan Nomor 14 Tahun 2019).

I Wayan Madiya. (2020). Pengembangan Aplikasi E-Ukbm Kimia Sebagai Media Pembelajaran Interaktif Siswa Kelas Xi Sman Bali Mandara.

Ibrahim, M. M., & Nat, M. (2019). Blended learning motivation model for instructors in higher education institutions. International Journal of Educational Technology in Higher Education, 16(1), 12.

Kartikasari, A., Roemintoyo, R., & Yamtinah, S. (2018). The Effectiveness of Science Textbook Based on Science Technology Society for Elementary School Level. International Journal of Evaluation and Research in Education (IJERE), 7(2), 127.

Király, O., Griffiths, M. D., & Demetrovics, Z. (2015). Internet Gaming Disorder and the DSM-5: Conceptualization, Debates, and Controversies. Current Addiction Reports, 2(3), 254–262.

Kumar, S., Tiwari, P., & Zymbler, M. (2019). Internet of Things is a revolutionary approach for future technology enhancement: A review. Journal of Big Data, 6(1), 111.

Lee, S.-Y., Lee, H. K., & Choo, H. (2017). Typology of Internet gaming disorder and its clinical implications: Typology of IGD. Psychiatry and Clinical Neurosciences, 71(7), 479–491.

Li, K. C., Wong, B. T. M., Kwan, R., Chan, H. T., Wu, M. M. F., & Cheung, S. K. S. (2023). Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics. Sustainability, 15(8), 6780.

Maria, R., Rifma, R., & Syahril, S. (2021). Efektivitas Pembelajaran Dan Pembinaan Karakter Di Masa Pandemi Covid-19. EDUKATIF: JURNAL ILMU PENDIDIKAN, 3(4), 1503–1512.

Mucshini, B., & Siswandari, S. (2020). Hybrid Learning Design to Minimize Academic Stress of Digital Nativesâ€TM Generation in Accounting Course. Journal of Educational Science and Technology (EST), 1–8.

Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141.

Ross, B., Chase, A.-M., Robbie, D., Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit. International Journal of Educational Technology in Higher Education, 15(1), 30.

Saurabh, S., & Gautam, S. (2019). Modelling and statistical analysis of YouTube’s educational videos: A channel Owner’s perspective. Computers & Education, 128, 145–158.

Schwartz, K. D., Exner-Cortens, D., McMorris, C. A., Makarenko, E., Arnold, P., Van Bavel, M., Williams, S., & Canfield, R. (2021). COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School. Canadian Journal of School Psychology, 36(2), 166–185.

Söderlund, M. (2023). Moderator variables in consumer research: A call for caution. Journal of Retailing and Consumer Services, 73, 103352.

Wargadinata, W., Maimunah, I., Dewi, E., & Rofiq, Z. (2020). Student’s Responses on Learning in the Early COVID-19 Pandemic. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(1), 141–153.

Wong, H. Y., Mo, H. Y., Potenza, M. N., Chan, M. N. M., Lau, W. M., Chui, T. K., Pakpour, A. H., & Lin, C.-Y. (2020). Relationships between Severity of Internet Gaming Disorder, Severity of Problematic Social Media Use, Sleep Quality and Psychological Distress. International Journal of Environmental Research and Public Health, 17(6), 1879.

Zendle, D., Flick, C., Gordon-Petrovskaya, E., Ballou, N., Xiao, L. Y., & Drachen, A. (2023). No evidence that Chinese playtime mandates reduced heavy gaming in one segment of the video games industry. Nature Human Behaviour.

Zhang, B. (2023). The Relationship Between Teacher-Student Rapport and EFL Learners’ Engagement in Online Scaffolding Setting. Journal of Psycholinguistic Research.

Author Biography

Haetami, Indonesian Defense University


Copyright (c) 2023 Haetami

Creative Commons License

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:

  1. 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.
  2. 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.
  3. 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).