PENGARUH MODEL BLENDED PROBLEM BASED LEARNING BERBASIS LMS MOODLE TERHADAP MOTIVASI BELAJAR DAN HASIL BELAJAR MAHASISWA JURUSAN AKUNTANSI

M. Miftach Fakhri; Anwar Wahid; Della Fadhilatunisa; Dewi Fatmarani Surianto; Muhammad Fajar B; Akmal Hidayat

doi:10.52208/klasikal.v4i3.501

Authors

M. Miftach Fakhri Jurusan Teknik Informatika dan Komputer, Fakultas Teknik, Universitas Negeri Makassar
Anwar Wahid Jurusan Pendidikan Teknologi dan Kejuruan, Pascasarjana, Universitas Negeri Makassar
Della Fadhilatunisa Jurusan Akuntansi, Fakultas Ekonomi dan Bisnis Islam, Universitas Islam Negeri Alauddin Makassar
Dewi Fatmarani Surianto Jurusan Teknik Informatika dan Komputer, Fakultas Teknik, Universitas Negeri Makassar
Muhammad Fajar B Jurusan Teknik Informatika dan Komputer, Fakultas Teknik, Universitas Negeri Makassar
Akmal Hidayat Program Studi Pendidikan Teknologi Pertanian, Fakultas Teknik, Universitas Negeri Makassar

DOI:

https://doi.org/10.52208/klasikal.v4i3.501

Keywords:

Blended Problem Based Learning, LMS Moodle, Learning Outcomes, Learning Motivation

Abstract

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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