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(Department of Biology Education, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Indonesia)(2) * Much Fuad Saifuddin
(Department of Biology Education, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Indonesia)*corresponding author
AbstractSelf-regulation is pivotal for student success in the 21st-century learning landscape, enabling learners to effectively manage their academic goals and processes. This research investigates the impact of problem-based blended learning on students' self-regulation skills. A quasi-experimental design was employed, featuring a non-randomized control group. The experimental group was exposed to problem-based blended learning, while the control group experienced traditional face-to-face problem-based learning. The study involved 65 students from SMA Negeri 1 Prambanan, with self-regulation assessed through a closed questionnaire addressing nine key indicators. Data analysis revealed no significant difference in self-regulation between the control and experimental groups; however, the experimental group showed better outcomes. This group's higher performance in self-regulation was attributed to the flexible, interactive, and time-independent nature of blended learning, which fosters better time management, environmental structuring, and goal-setting among students. The findings underscore the potential of problem-based blended learning to enhance students' self-regulatory capacities, ultimately contributing to improved academic achievement and the development of essential 21st-century skills.
KeywordsBlended learning; Problem-based learning; Problem-based blended learning; Self-regulated
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DOIhttps://doi.org/10.31763/ijele.v6i1.1060 |
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