Blended Learning Synergized with School Tourism to Improve Interest in Learning Science among Middle School Students
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Background: School-based tourism-enhanced blended learning provides a novel approach to developing context-based and meaningful science learning experiences by integrating local environmental resources into classroom instruction.
Objectives: This study aimed to determine the impact of school tourism-oriented blended learning on students' learning interest in science.
Method: A pre-experimental design with a one-group pretest-posttest approach was employed, involving 32 eighth-grade students of SMP Negeri 2 Genteng, Banyuwangi, Indonesia. Data were collected using a 23-item learning interest questionnaire based on four indicators: interest, enjoyment, attention, and awareness. Analysis was conducted using a paired sample t-test and n-gain test.
Result: The findings revealed a statistically significant increase in students' learning interest, with a Sig. (2-tailed) value of 0.000 (< 0.05) and an average n-gain score of 0.60, categorized as medium-range improvement. The greatest improvement was observed in the interest dimension (n-gain = 0.69), while the lowest was found in the attention dimension (n-gain = 0.51).
Conclusion: These results suggest that integrating local tourism resources into school-based blended learning can effectively promote students' interest and active engagement in science lessons. Future research is recommended to apply this strategy with larger samples and to investigate its effects on additional learning outcomes such as scientific literacy, critical thinking, and creativity.
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