THE EFFECTIVENESS OF THE PROJECT-BASED HYBRID LEARNING MODEL ON THE PRACTICAL LEARNING OUTCOMES OF PHYSICAL EDUCATION STUDENTS OF HEALTH AND RECREATION FIKK UNM

  • Hasmyati Hasmyati Faculty of Sports and Health Sciences, Makassar State University, Indonesia
  • Nur Indah Atifah Anwar Faculty of Sports and Health Sciences, Makassar State University, Indonesia
  • Alimin Hamzah Faculty of Sports and Health Sciences, Makassar State University, Indonesia

Keywords

Project-Based Hybrid Learning, Learning Outcomes, Practical Learning, Students

Abstract

This study aims to determine the effectiveness of the Project-Based Hybrid Learning  learning model on the practical learning outcomes of students of the Physical Education, Health, and Recreation Study Program, Faculty of Sports and Health Sciences, State University of Makassar (PJKR FIKK UNM). This study uses a quantitative approach with a quasi-experimental method and a pretest-posttest nonequivalent control group design. The study involves an experimental group that applies the Project-Based Hybrid Learning model  and a control group that uses a conventional learning model. Data collection was carried out through observation and questionnaires before and after treatment. Data was analyzed using statistical tests to compare learning outcomes before and after treatment as well as differences in outcomes between the two groups. The results showed that the average pre-test  score of the experimental group was 70.2, while the control group was 69.8, with a significance value (p = 0.462). After treatment, the average post-test  score of the experimental group increased to 85.4, while the control group reached 75.1. The increase in score in the experimental group was 15.2 points, higher than that of the control group of 5.3 points. The results of hypothesis testing in the experimental group showed a value of (t = 6.543) with (p < 0.001). These findings show that  the Project-Based Hybrid Learning  model has the potential to be an effective learning alternative to improve the practical learning outcomes of PJKR FIKK UNM students compared to the conventional learning model.

Downloads

Download data is not yet available.

References

Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Sloan Consortium.

Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486. https://doi.org/10.1111/j.1365-2923.1986.tb01386.x

Darni, Edwarsyah, & Ldawaty. (2018). The relationship between learning motivation and basic mass learning outcomes of FIK UNP students. MensSana Journal, 3(1), 10. https://doi.org/10.24036/jm.v3i1.62

Dewey, J. (1938). Experience and education. Macmillan.

Fadhilatunisa, D., Fakhri, M. M., & Rosidah. (2020). The effect of blended learning on learning activities and learning outcomes of accounting students. Jurnal Akuntansi Indonesia, 18(2), 93–106.

Fauzia, & Kelana. (2020). Natural science problem solving in elementary school students using the Project Based Learning (PjBL) model. Scientific Journal of Elementary Schools, 4(4), 596–603. https://doi.org/10.23887/jisd.v4i4.28377

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001

Hameed, T., Husain, M., Jain, S. K., Singh, C. B., & Khan, S. (2020). Online medical teaching in COVID-19 era: Experience and perception of undergraduate students. Maedica, 15(4), 440–444. https://doi.org/10.26574/maedica.2020.15.4.440

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Mustafa, P. S., & Dwiyogo, W. D. (2020). Physical education, exercise, and health curriculum in Indonesia. 3(2), 422–438.

Nopiyanto, Y. E., Raibowo, S., & Prabowo, A. (2021). Project-based blended learning to improve students creativity in sepak takraw. 5(2), 300–309. https://doi.org/10.33369/jk.v5i2.14542

Pratiwi, I. W., & Hayati, H. (2021). Self-efficacy and its influence on student learning achievement. SOCIOHUMANITIES: Scientific Journal of Social Sciences and Humanities, 7(1), 15–23. https://doi.org/10.30738/sosio.v7i1.8813

Salmia, & A. Muhammad Yusri. (2021). The role of teachers in 21st century learning during the Covid-19 pandemic. Indonesian Journal of Primary Education, 5(1), 82–92. http://ejournal.upi.edu/index.php/

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002

Suwiwa, I. G. (2021). Effectiveness of project based learning in blended learning setting to increase student knowledge and skills in pencak silat. Jurnal Pendidikan Jasmani dan Olahraga, 6. https://doi.org/10.17509/jpjo.v6i2.38583

Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.

Wardani, D. N., Toenlioe, A. J., & Wedi, A. (2018). The attractiveness of learning in the 21st era with blended learning. Journal of Educational Technology Studies, 1(1), 13–18. https://doi.org/10.24260/at-turats.v9i2.318

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

28-02-2024