ANDROID-BASED-GAME AND BLENDED LEARNING IN CHEMISTRY: EFFECT ON STUDENTS’ SELF-EFFICACY AND ACHIEVEMENT

• Main Authors: Nur Fitriyana, Antuni Wiyarsi, Jaslin Ikhsan, Kristian Handoyo Sugiyarto
• Format: Article
• Language: English
• Published: Universitas Negeri Yogyakarta 2020-10-01
• Series: Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan
• Subjects: achievement; android-based-game; blended learning; chemistry; self-efficacy
• Online Access: https://journal.uny.ac.id/index.php/cp/article/view/28335
• ISSN: 0216-1370; 2442-8620

The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random sampling as the research sample. The sample was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.