Blended Learning in Terms of Intrapersonal Intelligence on Problem Solving Ability
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| Title: | Blended Learning in Terms of Intrapersonal Intelligence on Problem Solving Ability |
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| Language: | English |
| Authors: | Sri Utaminingsih, Suad, Henry S. Bintoro, Naela Khusna F. Shufa, Edris Zamroni (ORCID |
| Source: | Pegem Journal of Education and Instruction. 2023 13(4):224-232. |
| Availability: | Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Blended Learning, Interpersonal Relationship, Intelligence, Problem Solving, Mathematics Skills, Achievement Tests, Mathematics Tests, Geometry, Mathematics Achievement, College Students, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2146-0655 2148-239X |
| Abstract: | The general objective to be achieved in this study is to determine the effect of using Blended Learning in terms of Intrapersonal Intelligence on Problem Solving Ability. This research is a quasi-experimental research with a two × three factorial design. Documentation, questionnaires, and tests were carried out the data collection method. The instruments used to collect the data were the learning achievement test instrument and the student's intrapersonal intelligence questionnaire instrument. The data analysis used was ANOVA with a two-way analysis of variance 2 x 3. The prerequisite test for Variance Analysis used the Lillifors method for the normality test and the Barlett method for the homogeneity test. The results showed (1) the implementation of blended learning geometry material resulted in better learning achievement and problem-solving abilities than conventional learning. Evidenced by student learning achievement at the experimental class is categorized as high with an average score of 70,935. At the same time, the control class is lower, with an average score of 53,792. (2)There is an interaction between the Blended Learning model and students' intrapersonal intelligence on mathematics learning achievement and problem-solving abilities. (3) There are differences in student learning achievement with blended Learning and conventional Learning seen from intrapersonal intelligence. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1409439 |
| Database: | ERIC |
| Abstract: | The general objective to be achieved in this study is to determine the effect of using Blended Learning in terms of Intrapersonal Intelligence on Problem Solving Ability. This research is a quasi-experimental research with a two × three factorial design. Documentation, questionnaires, and tests were carried out the data collection method. The instruments used to collect the data were the learning achievement test instrument and the student's intrapersonal intelligence questionnaire instrument. The data analysis used was ANOVA with a two-way analysis of variance 2 x 3. The prerequisite test for Variance Analysis used the Lillifors method for the normality test and the Barlett method for the homogeneity test. The results showed (1) the implementation of blended learning geometry material resulted in better learning achievement and problem-solving abilities than conventional learning. Evidenced by student learning achievement at the experimental class is categorized as high with an average score of 70,935. At the same time, the control class is lower, with an average score of 53,792. (2)There is an interaction between the Blended Learning model and students' intrapersonal intelligence on mathematics learning achievement and problem-solving abilities. (3) There are differences in student learning achievement with blended Learning and conventional Learning seen from intrapersonal intelligence. |
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| ISSN: | 2146-0655 2148-239X |
