PENGARUH PENERAPAN BLENDED LEARNING TERHADAP MOTIVASI DAN HASIL BELAJAR GEOGRAFI MATERI SIKLUS HIDROLOGI DI SMA NEGERI 12 PEKANBARU - Indah Fitria.M, IF (2022)
Kegiatan pembelajaran saat tatap muka terbatas di SMA Negeri 12 Pekanbaru pada mata pelajaran geografi menghadapi permasalahan. Permasalahan yang terjadi yaitu rendahnya motivasi belajar dan hasil belajar peserta didik. Penelitian ini bertujuan mengetahui pengaruh penerapan blended learning terhadap motivasi dan hasil belajar peserta didik. Metode penelitian ini quasi experiment dengan desain nonequivalent control group design. Variabel penelitian terdiri dari blended learning, motivasi belajar dan hasil belajar. Indikator motivasi belajar yaitu tekun menghadapi tugas, ulet mengahadapi kesulitan, menunjukkan minat tinggi terhadap masalah belajar, cepat bosan pada tugas rutin atau monoton, mempertahankan pendapat, belajar karena ingin mendapatkan nilai tinggi, belajar karena ingin mendapatkan hadiah dan belajar karena ingin mendapatkan pujian. Indikator hasil belajar berupa materi soal tes, latihan dan tugas. Sampel penelitian adalah X IPS 1 dan X IPS 2. Instrument pengumpulan data berupa angket, lembar observasi dan soal tes. Data dianalisis menggunakan uji t dan Mann-Whitney U Test. Hasil penelitian menunjukkan: 1) motivasi belajar di kelas eksperimen meningkat setelah penerapan blended learning, peningkatan tinggi, 2) hasil belajar siswa di kelas eksperimen meningkat setelah penerapan blended learning, peningkatan sedang, 3) motivasi belajar siswa di kelas kontrol meningkat setelah pembelajaran, peningkatan rendah, 4) hasil belajar siswa di kelas kontrol meningkat setelah pembelajaran, peningkatan rendah, 5) motivasi belajar di kelas eksperimen dengan penerapan blended learning lebih baik peningkatannya dibandingkan kelas kontrol yang full tatap muka, 6) hasil belajar di kelas eksperimen dengan penerapan blended learning lebih baik peningkatannya dibandingkan kelas kontrol yang full tatap muka. Kata Kunci : Blended Learning, Motivasi Belajar, Hasil Belajar Face-to-face learning activities are limited at SMA Negeri 12 Pekanbaru in geography subjects facing problems. The problem that occurs is the low motivation to learn and student learning outcomes. This study aims to determine the influence of the application of blended learning on the motivation and learning outcomes of students. This research method is quasi-experimental with a nonequivalent control group design. Research variables consist of blended learning, learning motivation and learning outcomes. Indicators of learning motivation are diligently facing tasks, being tenacious in dealing with difficulties, showing high interest in learning problems, getting bored quickly in routine or monotonous tasks, maintaining opinions, studying because you want to get high scores, studying because you want to get gifts and studying because you want to get praise. Indicators of learning outcomes are in the form of test questions, exercises and assignments. The study samples were X IPS 1 and X IPS 2. Data collection instruments in the form of questionnaires, observation sheets and test questions. Data were analyzed using the t test and the Mann-Whitney U Test. The results showed: 1) learning motivation in the experimental class increased after the application of blended learning, high increase, 2) student learning outcomes in the experimental class increased after the application of blended learning, moderate improvement, 3) student learning motivation in the control class increased after learning, low improvement, 4) student learning outcomes in the control class increased after learning, low increase, 5) motivation to learn in experimental class with the application of blended learning is better improved than control classes that are full face-to-face, 6) learning outcomes in experimental classes with the application of blended learning are better improved than full-face control classes. Keywords : Blended Learning, Learning Motivation, Learning Outcomes