Published date: Jun 20 2022

Journal Title: KnE Social Sciences

Issue title: The 3rd International Conference on Intellectuals’ Global Responsibility (ICIGR) 2021

Pages: 46-59

DOI: 10.18502/kss.v7i10.11208

Ketut Sumaketut.suma@undiksha.ac.idProgram Studi Pendidikan Fisika, Universitas Pendidikan Ganesha, Bali, Indonesia

Ni Made PujaniProgram Studi IPA, Universitas Pendidikan Ganesha, Bali Indonesia

Ni Putu Merry YunithasariProgram Studi IPA, Universitas Pendidikan Ganesha, Bali Indonesia

This study aimed to identify the effects of teaching Mathematical Physics II (FIS1221) through blended learning during the COVID-19 pandemic on problem-solving skills, learning motivation, and student engagement at Ganesha University. The study followed a pre-experimental approach. The research subjects consisted of 27 fourthsemester students. The pre- and post-test data on the problem-solving ability were collected through a problem-solving test, while the learning motivation data were gathered using a questionnaire. Data on learning engagement were collected only post-test using a questionnaire. Data analysis was done descriptively, and t-test was used for analysing the problem-solving ability and learning motivation. Additionally, data on learning engagement were analyzed using the Wilcoxon Signed Rank Test. The results showed (1) a significant difference between the average score of the pre- and post-test problem-solving abilities; (2) a significant difference between the average score of the pre- and post-test learning motivation; and (3) a difference in student engagement scores with standard scores specified (a passing grade). Therefore, blended learning is an effective approach for developing problem-solving skills, learning motivation, and student engagement.

Keywords: blended learning, problem-solving skill, learning motivation, student engagement

[1] Oh E, Lim D. Cross relationships between cognitive styles and learner variables in online learning environment. Journal of Interactive Online Learning. 2005;4(1):53– 66.


[2] Uğur B, Akkoyunlu B, Kurbanoğlu S. Students’ opinions on blended learning and its implementation in terms of their learning styles. Education and Information Technologies. 2011;15(1):5-23. https://doi.org/10.1007/s10639-009-9109-9


[3] Jung IS. Building a theoretical framework of web-based instruction in the context of distance education. British Journal Education Technology. 2001;32(5):525– 34. https://doi.org/10.1111/1467-8535.00222


[4] Osguthorpe RT, Graham CR. Blended learning systems: Definitions and directions. Quarterly Review of Distance Education. 2003;4(3):227–33.


[5] Wichadee S. Facilitating students’ learning with hybrid instruction: A comparison among four learning styles. Electronic Journal of Research in Educational Psychology. 2013;11(1):99-116.


[6] Garnham C, Kaleta R. Introduction to hybrid courses. Teaching with Technology Today. 2002;8(6). 22-35


[7] Lapitan LD Jr, Tiangco CE, Sumalinog DA, Sabarillo NS, Diaz JM. An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers. 2021;35:116–31. https://doi.org/10.1016/j.ece.2021.01.012


[8] Rachmadtullah R, Subandowo M, et al. Use of blended learning with moodle: Study effectiveness in elementary school teacher education students during the COVID-19 pandemic. International Journal of Advanced Science and Technology. 2020;29(7):3272-3277.


[9] Barrie SC. Understanding what we mean by the generic attributes of graduates. Higher Education. 2006;51(2):215–41. https://doi.org/10.1007/s10734-004-6384-7


[10] Polya G. How to solve it a new aspect of mathematical methode. New York City: Doubleday & Company Inc. 2014 Available from: https://math.hawaii.edu/home/pdf/putnam/PolyaHowToSolveIt.pdf


[11] Heller P, Keith R, Anderson S. Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics. 1992;60(7):627-36. https://doi.org/10.1119/1.17117


[12] Santrock JW. Psikilogi pendidikan. Wibono KE, Jakarta, Kencana. 2007.


[13] Oxford advanced learners’ dictionary. Oxford University Press; 2003. Available from: http://oald8.oxfordlearnersdictionaries.com/dictionary/motivation#motivate


[14] Webster M, 2013 Jan 3. Available from: http://www.merriamwebster.com/dictionary/motivation


[15] Hagel P, Carr R, Devlin M. Conceptualising and measuring student engagement through the Australasian survey of student engagement (AUSSE Assessment & Evaluation in Higher Education. 2012;37(4):475– 86. https://doi.org/10.1080/02602938.2010.545870


[16] Kahu E. Framing student engagement in higher education. Studies in Higher Education. 2013;38(5):758–73. https://doi.org/10.1080/03075079.2011.598505


[17] Yearwood D, Cox R, Cassidy A. Connection-engagement-empowerment: A course design model. Transformative Dialogues: Teaching & Learning Journal. 2016;8(3):1– 15.


[18] Pye G, Holt D, Salzman S, Bellucci E, Lombardi L. Engaging diverse student audiences in contemporary blended learning environments in Australian higher business education: Implications for design and practice. Australasian Journal of Information Systems. 2015;19:1–20. https://doi.org/10.3127/ajis.v19i0.1251


[19] Cramp A, Lamond C. Engagement and kindness in digitally mediated learning with teachers. Teaching in Higher Education. 2016;21(1):1–12. https://doi.org/10.1080/13562517.2015.1101681


[20] Masika R, Jones J. Building student belonging and engagement: Insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education. 2016;21(2):138-50. https://doi.org/10.1080/13562517.2015.1122585


[21] Asquith M. The effects of blended learning instructional strategies and the impact on biology end of course exam score Department of Educational Leadership College of Education and Human Services, USA, Northwest Missouri State University; 2011.


[22] Lin YW, Tseng CL, Chiang PJ. The effect of blended learning in mathematics course. Eurasia Journal of Mathematics Science and Technology Education. 2017;3(3):741- 70. https://doi.org/10.12973/eurasia.2017.00641a


[23] Suma K, Suwindra IN, Sujanem R, Sujanem R. The effectiveness of blended learning in increasing prospective physics teacher students’ learning motivation and problem-solving ability. Jurnal Pendidikan Indonesia. 2020;9(3):436- 45. https://doi.org/10.23887/jpi-undiksha.v9i3.21947


[24] Yeen-Ju HT, Neo Mai B, Selvaretnam S. Enhancing problem-solving skills in an authentic blended learning environment. A Malaysian context International Journal of Information and Education Technology. 2015;5(11):841- 6. https://doi.org/10.7763/IJIET.2015.V5.623


[25] Alsalhi NR, Qatawneh SH, Eltahir M et al. Does blended learning improve the academic achievement of undergraduate students in the mathematics course? A case study in higher education. Eurasia Journal of Mathematics Science and Technology Education. 2021;17(4):em1951. https://doi.org/10.29333/ejmste/10781


[26] Oweis I. Effects of using a blended learning method on students’ achievement and motivation to learn English in Jordan: A pilot case study. Education Research International. 2018. https://doi.org/10.1155/2018/7425924


[27] Alhasbi S. Active blended learning to improve students’ motivation in computer programming courses: A case study. Advances in Engineering in the Middle East and North Africa. 2015;17(4):187-204.


[28] Islam S et al. To boost students’ motivation and achievement through blended learning. IOP Conference Series: Journal of Physics. 2018;1114. 1- 11 https://doi.org/10.1088/1742-6596/1114/1/012046


[29] Foong Yoke Kheng C. Impact of blended learning on students’ engagement in a skill-based module. Asian Journal of Education and e-Learning. 2014;2(6):499-504.