The Effect of Blended Learning with Edmodo-Assisted Scientific Approach on Independence and Science Learning Outcomes

Abstract

Independence and science learning outcomes were observed to be lower due to the coronavirus disease (covid-19) outbreak. Therefore, this research aims to determine the effect of blended learning with an Edmodo-assisted scientific approach on students' independence and learning outcomes. The method used was quasi-experimental with a two-group pretest-posttest design. The population consisted of two different state junior high schools grade VIII in Medan City with 19 classes and a total of 590 students. The sample consisted of four classes with 121 students selected through simple random sampling from two schools. The experiment class was taught using blended learning with an Edmodo-assisted scientific approach, while the control class was taught using the conventional learning model. The learning independence was measured through a non-test in the form of a questionnaire with a likert scale consisting of 30 statements. Meanwhile, the learning outcomes in the cognitive domain were measured using a multiple-choice test with four options consisting of 20 valid questions. The Manova test and correlation analysis showed a significant effect of applying blended learning with the Edmodo-assisted scientific approach on independence and learning outcomes. It was also discovered that there is a positive relationship between students' independence and learning outcomes. This means a better learning independence has the ability to produce greater learning outcomes in studying substance pressure and its application in daily life material.