The Effectiveness of Blended Learning with Combined Synchronized and Unsynchronized Settings on Self-Efficacy and Learning Achievement

I Dewa Ayu Made Budhyani, I Made Candiasa, Made Sutajaya, Putu Kerti Nitiasih

Abstract


Online learning has been implemented by using applications like WA and social media by many teachers. The applications like Google meet or Google zoom are rarely used, although they give the chance to the students and the teacher to interact directly. This has caused fewer feedbacks given by the teacher, making the students bored in attending the class. If this practice is allowed to continue it will have a negative effect on learning. This study aimed at analyzing the effect of blended learning with combined synchronized and unsynchronized settings on self-efficacy and achievement of the students in learning basic design. The population was 145 students of SMKs (vocational schools) who learned basic design. The schools that were used as sample were selected through multistage random sampling which selected 4 schools with 115 students. The data for self-efficacy were collected with a questionnaire and those for learning achievement with a multiple-choice test. The data that were gathered were subjected to descriptive statistical test and inferential statistical test of MANOVA. The MANOVA test result showed that simultaneously and partially there was a positive effect of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement as shown by sig. value of MANOVA test at p <0.05. Therefore, blended learning with combined synchronized and unsynchronized settings has a positive effect on the students’ self-efficacy and learning achievement in basic design, thus making the learning more joyful and more conducive.

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DOI: http://doi.org/10.11591/ijere.v11i1.22178

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