Dergiler / A. Âsaui atyndaġy Halyk̦aralyk̦ k̦azak̦-tùrìk universitetìnìn̦ habaršysy / 2022 / Sayı: 123
EFFECTIVENESS OF BLENDED LEARNING IN HOTS FOR SCIENCE IN ELEMENTARY SCHOOL
- Sayı
- 2022 · Sayı: 123
- Sayfa
- 81–91
- DOI
- —
Özet
The purpose of this study was to determine the effectiveness of blended learning on HOTS (Higher Order Thinking Skills) for fifth-grade students in science learning. This study uses experimental research methods. The subjects in this study were fifth-grade students at Public Primary School Number 2 Rejosari and Public Primary School Ngegot with 56 students as the experimental class and Class V at Public Primary School Number 1 and 3 Rejosari in Mijen Demak District with 46 students as the control class. The effectiveness of this blended learning model can be seen from the results of the N-Gain score test where the experimental class has an average increase in student learning outcomes of 0.43 in the medium category and the control class in the low category with an average of 0.15. While the results of the Wilcoxon test are known as Asymp.Sig. (2-tailed) is worth 0.000. So, it can be concluded that there is a difference between the pre-test and post-test learning outcomes of the experimental and control classes. These differences were analyzed by the Mann-Whitney Test. Based on the Mann-Whitney test, it is known that the value of Asymp.Sig. (2-tailed) of 0.000 is smaller than
Abstract
The purpose of this study was to determine the effectiveness of blended learning on HOTS (Higher Order Thinking Skills) for fifth-grade students in science learning. This study uses experimental research methods. The subjects in this study were fifth-grade students at Public Primary School Number 2 Rejosari and Public Primary School Ngegot with 56 students as the experimental class and Class V at Public Primary School Number 1 and 3 Rejosari in Mijen Demak District with 46 students as the control class. The effectiveness of this blended learning model can be seen from the results of the N-Gain score test where the experimental class has an average increase in student learning outcomes of 0.43 in the medium category and the control class in the low category with an average of 0.15. While the results of the Wilcoxon test are known as Asymp.Sig. (2-tailed) is worth 0.000. So, it can be concluded that there is a difference between the pre-test and post-test learning outcomes of the experimental and control classes. These differences were analyzed by the Mann-Whitney Test. Based on the Mann-Whitney test, it is known that the value of Asymp.Sig. (2-tailed) of 0.000 is smaller than