Syarifah Suryana, Nurhijrah Nurhijrah

PENGARUH BLENDED LEARNING DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR MAHASISWA PADA MATA KULIAH ADIBUSANA

Introduction

Pengaruh blended learning dengan model pembelajaran problem based learning terhadap hasil belajar mahasiswa pada mata kuliah adibusana. Penelitian kuantitatif ini mengkaji pengaruh blended learning Problem Based Learning terhadap hasil belajar mahasiswa Adibusana. Menunjukkan peningkatan 6,44% dan efek signifikan.

Abstract

Penelitian ini yaitu penelitian kuantitatif dengan metode penelitian tindakan kelas (Classroom Action Research). Penelitian ini bertujuan untuk 1) mengetahui gambaran blended learning dengan model pembelajaran problem based learning pada mata kuliah Adibusana. 2) mengetahui pengaruh blended learning dengan model pembelajaran problem based learning pada mata kuliah Adibusana. Jumlah responden dalam penelitian ini sebanyak 30 orang mahasiswa. Teknik pengumpulan data yang digunakan yaitu observasi, tes (pretest & post-test), dokumentasi, dan angket. Teknik analisis data yang digunakan yaitu analisis deskriptif, uji normalitas, uji liniearitas, dan uji hipotesis. Hasil penelitian ini menunjukan 1) Pembelajaran blended learning dengan model problem based learning dengan adanya tindakan siklus I ke siklus II pada mata kuliah Adibusana dengan tahapan perencanaan, pelaksanaan/tindakan, evaluasi dan refleksi mengalami peningkatan sebesar 6,44%. 2) Terdapat pengaruh interaksi yang signifikan dalam kriteria sangat lemah pada blended learning dengan model pembelajaran problem based learning terhadap hasil belajar mahasiswa. Dari data yang ada menunjukan pengaruh sebesar 0,005 (0,05%), dengan diketahui pula nilai signifikansi sebesar 0,722 > 0,05 dimana variabel (X) berpengaruh terhadap hasil belajar mahasiswa (Y). Maka thitung > ttabel dengan demikian Ha diterima dan Ho ditolak.

Review

This study investigates the influence of a blended learning approach, specifically incorporating the Problem-Based Learning (PBL) model, on the learning outcomes of students enrolled in the Adibusana course. The research topic is highly relevant to contemporary educational discourse, as both blended learning and PBL are widely recognized for their potential to foster student engagement, critical thinking, and deeper understanding. The application of a Classroom Action Research (CAR) methodology signals a practical and iterative approach to improving instructional practices, which is commendable for its direct applicability within a specific educational context. The methodology employed is described as quantitative with a CAR design, involving 30 student respondents. Data collection utilized observation, pre- and post-tests, documentation, and questionnaires, with analyses including descriptive statistics, normality, linearity tests, and hypothesis testing. The findings indicate a 6.44% increase in learning outcomes from cycle I to cycle II, suggesting positive incremental improvements through the CAR process. However, a significant concern arises in the interpretation of the statistical hypothesis test for the overall influence. The abstract states "Terdapat pengaruh interaksi yang signifikan dalam kriteria sangat lemah" (a significant interaction effect in very weak criteria) with an effect size of 0.005. Crucially, it then reports a significance value (p-value) of 0.722 (> 0.05), yet concludes that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected because t-calculated > t-critical. This is a direct contradiction, as a p-value of 0.722 unequivocally indicates a *lack* of statistical significance, meaning Ha should not be accepted based on this evidence. The primary recommendation for this manuscript is to critically re-evaluate and clarify the statistical interpretation of the hypothesis testing. The reported p-value of 0.722 fundamentally contradicts the conclusion that there is a significant effect and that Ha is accepted. This inconsistency undermines the credibility of the study's main finding regarding the influence of the blended PBL model on student learning outcomes. While the observed 6.44% improvement between cycles is a positive outcome for a CAR study, the claim of a statistically significant influence (especially one described as "very weak") cannot be supported by the provided p-value. Future work should reconcile this discrepancy, potentially re-analyzing the data or providing a more detailed explanation of the statistical tests and their interpretation. Despite this critical flaw in reporting, the study's focus on integrating blended learning and PBL within a CAR framework remains a valuable area for educational research, offering insights into practical pedagogical enhancements.

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