The application of blended learning methods to Enhance cognitive function and self-efficacy
DOI:
https://doi.org/10.21831/jk.v13i1.77050Keywords:
cognitive function, self-efficacy, blended learningAbstract
: This study aims to evaluate the improvement of cognitive function and self-efficacy among students through the application of blended learning methods. This classroom action research (CAR) was conducted in two cycles, with each cycle including planning, implementation, observation, and reflection stages. The subjects of the study were 36 students from class X MIPA 5 at SMA Negeri 2 Wonogiri. Cognitive function data were collected using cognitive tests, while self-efficacy data were gathered through a self-efficacy scale questionnaire. The results showed that the application of blended learning methods effectively improved students' cognitive function. Before the intervention, the average cognitive score of students was 59.0%, which increased to 66.8% after the first cycle and reached 76.8% after the second cycle. The most significant improvements were observed in the dimensions of analysis and evaluation skills, with the average score increasing from 58.0% to 76.0% for analysis, and from 55.5% to 73.5% for evaluation after two cycles. Additionally, students' self-efficacy also showed significant improvement, with 30% of students at a high level, 68% at a moderate level, and only 2% at a low level after the second cycle. This study concludes that the blended learning method not only enhances students' overall cognitive abilities but also strengthens their confidence in tackling academic tasks.
References
Alvarez, A. V. (2022). The impact of blended learning on students' academic performance in higher education: A meta-analysis. Computers & Education, 175, 104321. https://doi.org/10.1016/j.compedu.2021.104321
Amitay, G., & Gumpel, T. P. (2015). Self-efficacy and performance: Changing habits and reaching goals. Journal of Applied Psychology, 101(1), 65-79. https://doi.org/10.1037/apl0000001
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2015). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Boelens, R., Van Laer, S., De Wever, B., & Elen, J. (2020). Blended learning in adult education: Towards a definition of blended learning. Educational Technology Research and Development, 68(2), 561-588. https://doi.org/10.1007/s11423-019-09702-4
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32. https://doi.org/10.1016/j.iheduc.2017.01.004
Cohen, R., & Baruth, O. (2021). Blended learning in teacher education: Investigating pre-service teachers' perceptions. Journal of Educational Technology Systems, 49(2), 141-162. https://doi.org/10.1177/0047239520958206
Feist, J., & Feist, G. J. (2006). Theories of personality. McGraw-Hill.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3-21). Pfeiffer.
Hadi, R. (2007). Dari teacher centered learning ke student centered learning: Perubahan metode pembelajaran di perguruan tinggi. Insania, 12, 408-419.
Hew, K. F., & Lo, C. K. (2021). Online and blended learning: Are there significant differences in learning outcomes? Educational Technology & Society, 24(4), 46-63.
Jebraeily, M., Sharifi, M., & Sadeghi, M. (2020). The effect of blended learning on improving medical students’ academic achievement and clinical skills. Journal of Advances in Medical Education & Professionalism, 8(1), 23-30. https://doi.org/10.30476/JAMP.2020.85116.1191
Jensen, L. E., & Soltis, M. E. (2022). The role of self-efficacy in learner autonomy in blended learning environments. Computers & Education, 172, 104258. https://doi.org/10.1016/j.compedu.2021.104258
Jost, B., Bruhn, C., & Baumgartner, C. (2021). The impact of blended learning and group size on student engagement and learning outcomes in a large undergraduate course. International Journal of Educational Technology in Higher Education, 18, 47. https://doi.org/10.1186/s41239-021-00271-1
Khalili, H. (2020). Online interprofessional education during and post the COVID-19 pandemic: A commentary. Journal of Interprofessional Care, 34(5), 687-690. https://doi.org/10.1080/13561820.2020.1792424
Kielhofner, G. (2009). Conceptual foundations of occupational therapy practice. F.A. Davis Company.
Mahmood, S. (2021). Instructional strategies for online teaching in COVID-19 pandemic. Human Behavior and Emerging Technologies, 3(1), 199-203. https://doi.org/10.1002/hbe2.218
Martin, F., & Bolliger, D. U. (2020). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 24(1), 205-221. https://doi.org/10.24059/olj.v24i1.1989
Moghli, M. A., & Shuayb, M. (2020). Emergency remote teaching: A cure or a curse? Journal of Education Research and Evaluation, 4(4), 245-256. https://doi.org/10.31764/educatio.v4i4.3277
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. https://doi.org/10.1080/13523260.2020.1761749
Owston, R., York, D. N., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46. https://doi.org/10.1016/j.iheduc.2012.12.003
Rahman, A., Samsudin, M. A., & Ismail, Z. (2020). Blended learning: A new paradigm in higher education. Journal of Social Science Research, 14, 213-225. https://doi.org/10.24297/jssr.v14i.8961
Sánchez, D. A., Alcaraz-Mármol, G., & Gómez-Galán, J. (2023). The effectiveness of blended learning on students’ learning outcomes in university contexts: A systematic review and meta-analysis. Journal of Educational Computing Research, 61(1), 88-110. https://doi.org/10.1177/07356331221082730
Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning. Centra Software, 1(1), 1-11.
Smith, J. G., & Suzuki, S. (2015). Embedded blended learning within an algebra classroom: A multimedia capture experiment. Journal of Computer Assisted Learning, 31(2), 133–147. https://doi.org/10.1111/jcal.12083
Staker, H., & Horn, M. B. (2013). Blended learning in the K-12 education sector. Blended Learning: Research Perspectives, 2, 287-300.
Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning engagement and affective outcomes. Australasian Journal of Educational Technology, 32(5), 19–34. https://doi.org/10.14742/ajet.2232
Thompson, T., & Verdino, J. (2019). Self-efficacy, motivation, and outcome expectations in students enrolled in an advanced undergraduate course. Journal of Educational Psychology, 111(2), 238-247. https://doi.org/10.1037/edu0000281
van Niekerk, J., & Webb, P. (2016). The effectiveness of brain-compatible blended learning material in the teaching of programming logic. Computers & Education, 103, 16–27. https://doi.org/10.1016/j.compedu.2016.09.008
Visalim, A., Winarni, S., & Hastuti, T. A. (2019). The integration of imagery training to increase gymnastic skill learning outcomes. Journal of Education and Learning, 13(2), 12184. https://doi.org/10.11591/edulearn.v13i2.12184
Visalim, M., Teng, Y. S., & Yusoff, A. (2019). The effect of cognitive skills on academic achievement: A meta-analytic review. International Journal of Educational Research, 95, 97-110. https://doi.org/10.1016/j.ijer.2019.04.007
Wang, Y., Liu, Y., & Zhang, Z. (2023). The relationship between self-efficacy and academic performance in online learning environments: A longitudinal study. Educational Psychology, 43(3), 245-260. https://doi.org/10.1080/01443410.2022.2079085
Watson, J. (2008). Blended learning: The convergence of online and face-to-face education. Promising Practices in Online Learning: North American Council for Online Learning.
Zacharis, N. Z. (2015). A multivariate approach to predicting student outcomes in web-enabled blended learning courses. The Internet and Higher Education, 27, 44–53. https://doi.org/10.1016/j.iheduc.2015.05.003
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Ema Yulia Fasiroka

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Keolahragaan by http://journal.uny.ac.id/index.php/jolahraga/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.