Effect Size of Blended Learning Model in Improving Students' Science Competence

Elvianasti, Mega and Festiyed, Festiyed and Asrizal, Asrizal and Desnita, Desnita and Ritonga, Rosi Feirina (2021) Effect Size of Blended Learning Model in Improving Students' Science Competence. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 8 (1). pp. 162-169. ISSN 2442-7667

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Abstract

This study aims to measure the effect size of experimental researchthat focuses on the application of the blended learning model in science learningand measures students' scientific competence. The method in this study used a meta-analysis technique with a quantitative approach. We found 11 articles thamatched the criteria with a range of 2015-2021 publication years from SINTAaccredited national journals and reputable international journals. The datatabulation sheet was used as a research instrument containing criteria in theform of experimental and control groups by containing information on thenumber of samples, average, standard deviation, education level, country, typeof control, and students' science skills. The data were analyzed using theopenMEE application and it obtained a summary effect size of 0.861 so that ican be interpreted as being in the high category and it is assumed that blendedlearning is effective in improving students' science skills in the form ofconceptual understanding, science process skills, critical thinking, and othersBlended learning can be recommended as learning that has the potential to beimplemented in the current digital era and can be a reference for furtherresearchers to develop blended learning models in science learning.

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