期刊名称：International Journal of Emerging Technologies in Learning (iJET)
印刷版ISSN：1863-0383
出版年度：2022
卷号：17
期号：14
DOI：10.3991/ijet.v17i14.32927
语种：English
出版社：Kassel University Press
摘要：This study aims to analyze the effect of the blended learning science and technology community approach on student learning outcomes in higher education. The research design used in this study was quasi-experimental with The Matching-Only Post-test-Only Control Group Design. A total of 120 students participated in this study. Subjects were divided into 2 groups, namely the control group (K1) and the treatment group (K2). The instrument of learning outcomes items will first be tested for validity and reliability, then the learning outcomes data that have been obtained will be analyzed using the independent t-test method. The results of this study indicate that the data from the validity test items of the learning outcomes test instrument, out of 40 question items, there are 38 items that are declared valid. reliability test results with an alpha coefficient of 0.880 so that the learning outcomes test instrument is said to be reliable and consistent in data collection. The results of the t-test obtained P <0.05, meaning that there is a significant effect of blended learning with the science technology approach of society on learning outcomes. It can be concluded that blended learning with a community science technology approach can improve student learning outcomes in higher education. It is hoped that blended learning can be used and developed again in learning in higher education.
