The influence of the blended learning model supports e-learning (Edmodo) on student learning achievements the main material of buffer solutions in SMA 1 Banyudono academic year 2018

• Published in: Journal of physics. Conference series Vol. 1511; no. 1; pp. 12009 - 12013
• Main Authors: Nur 'Aini, Afifah, Hastuti, Budi, Utami, Budi
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.03.2020
• Subjects: Attitudes; Blended learning; Buffer solutions; Data collection; Distance learning; Independent sample; Online instruction; Physics; Skills
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1511/1/012009

Blended Learning research model supported by e-Learning (edmodo) on student learning achievement and suitability of the blended learning model with the basic material supporting class XI MIPA in SMA 1 Banyudono Academic Year 2018/2019. This research is a quantitative study using quasi-experimental (Quasi Experimental Review). The data in this study are the learning achievement data of knowledge, attitudes and skills analyzed using the Independent Sample t-Test. The research sample consisted of two classes. Data collection techniques with test and nonest, pretest-posttest, questionnaire, observation, and documentation. The results showed that there was the influence of the blended learning model supported by e-learning (edmodo) on the learning achievement of the knowledge aspects and attitude aspects of the subject matter of the buffer solution. Whereas the skills aspect was not influenced on the e-learning (edmodo) blended learning model. It could be seen from the price of significance on the results of the Independent sample t-test (aspects of skills and attitudes) and the crucial wallis test (aspects of knowledge). The significance of the aspect of knowledge is 0,000 <0,05, the attitude aspect is 0,021 <0,05 and the skill aspect is 0,699> 0,05. The compatibility of the learning model with the material gives the experimental class higher than the control class. This could be seen from the average achievement of the experimental knowledge aspect (77.03) higher than the control class (70).