THE INFLUENCE OF THE LMS MOODLE-BASED BLENDED PROBLEM BASED LEARNING MODEL ON LEARNING MOTIVATION AND LEARNING OUTCOMES OF STUDENTS MAJORING IN ACCOUNTING
DOI:
https://doi.org/10.52208/klasikal.v4i3.501Keywords:
Blended Problem Based Learning, LMS Moodle, Learning Outcomes, Learning MotivationAbstract
This study aims to find out the Moodle LMS-based blended problem-based learning model which has an effect in improving student learning outcomes and motivation and differences in student learning outcomes and motivation provided by blended problem-based learning model learning based on Moodle LMS with students following a blended learning model. The research design carried out is quasi-experimental (quasi-experimental). The research sample consisted of class A as many as 34 people as an experimental class and class D as many as 33 people as a control class. The sampling technique is purposive sampling. The results of the study explained that the inferential h asil análisis with the paired simple t test explained that the t-count value is greater than the t-table with a sig value smaller than 0.05 which means that the implementation of a blended problem-based learning model can help increase student learning outcomes and motivation. In addition, the results of the independent simple t test explained that the t-count value is greater than the t-table with a sig value smaller than 0.05 which is meaningful, namely the results and learning motivation of experimental class students have significant differences with control class students.
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Copyright (c) 2022 M. Miftach Fakhri, Anwar Wahid, Della Fadhilatunisa, Dewi Fatmarani Surianto, Muhammad Fajar B, Akmal Hidayat

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Klasikal: Journal of Education, Language Teaching and Science is licensed under a Creative Commons Attribution 4.0 International License.