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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
Language: English
Authors: Sri Utaminingsih, Suad, Henry S. Bintoro, Naela Khusna F. Shufa, Edris Zamroni (ORCID 0000-0003-0129-6862)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1409439
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  Data: Blended Learning in Terms of Intrapersonal Intelligence on Problem Solving Ability
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  Data: <searchLink fieldCode="AR" term="%22Sri+Utaminingsih%22">Sri Utaminingsih</searchLink><br /><searchLink fieldCode="AR" term="%22Suad%22">Suad</searchLink><br /><searchLink fieldCode="AR" term="%22Henry+S%2E+Bintoro%22">Henry S. Bintoro</searchLink><br /><searchLink fieldCode="AR" term="%22Naela+Khusna+F%2E+Shufa%22">Naela Khusna F. Shufa</searchLink><br /><searchLink fieldCode="AR" term="%22Edris+Zamroni%22">Edris Zamroni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0129-6862">0000-0003-0129-6862</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Pegem+Journal+of+Education+and+Instruction%22"><i>Pegem Journal of Education and Instruction</i></searchLink>. 2023 13(4):224-232.
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  Data: 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
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  Data: Y
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  Data: 9
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
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  Data: 2146-0655<br />2148-239X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2024
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  Data: EJ1409439
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 224
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Mathematics Tests
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      – SubjectFull: Geometry
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Blended Learning in Terms of Intrapersonal Intelligence on Problem Solving Ability
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            NameFull: Sri Utaminingsih
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            NameFull: Naela Khusna F. Shufa
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            NameFull: Edris Zamroni
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