Blended Learning for Developing Problem-solving Skill, Learning Motivation, and Student Engagement in Mathematical Physics II Course During the COVID-19 Pandemic
Abstract
This study aimed to identify the effects of teaching Mathematical Physics II (FIS1221) through blended learning during the COVID-19 pandemic on problem-solving skills, learning motivation, and student engagement at Ganesha University. The study followed a pre-experimental approach. The research subjects consisted of 27 fourthsemester students. The pre- and post-test data on the problem-solving ability were collected through a problem-solving test, while the learning motivation data were gathered using a questionnaire. Data on learning engagement were collected only post-test using a questionnaire. Data analysis was done descriptively, and t-test was used for analysing the problem-solving ability and learning motivation. Additionally, data on learning engagement were analyzed using the Wilcoxon Signed Rank Test. The results showed (1) a significant difference between the average score of the pre- and post-test problem-solving abilities; (2) a significant difference between the average score of the pre- and post-test learning motivation; and (3) a difference in student engagement scores with standard scores specified (a passing grade). Therefore, blended learning is an effective approach for developing problem-solving skills, learning motivation, and student engagement.
Keywords: blended learning, problem-solving skill, learning motivation, student engagement
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