The Effectiveness of Implementing Blended-Learning with Cooperative Setting in Numerical Method Subject

Abstract

In the practice of education nowadays, mathematics learning outcomes are not balanced with the role of mathematics itself. Most mathematics students view mathematics as a difficult, boring and unappealing subject. Therefore, effective and creative learning delivery is needed, one of which is by utilizing the development of the use of technology in learning. This research aims to determine the effectiveness of the application of blended-learning with cooperative setting in numerical method subject. This research is categorized as experimental research, but due to other variables that might be involved in the results of experiments in this study, this type of research is pre-experimental. In this study, one class is needed to be used as a research sample. The experimental research design used was one group pre-test and post-test. The population of this study was all active students in the fifth semester of academic year 2018/2019 which consisted of 58 students. The sample of this study was taken using simple random sampling technique or random class selection, which was chosen as the research sample was class A2. The data was collected by using a questionnaire, observation, and a test. After the data was obtained according to the procedure of the data collection stage used in this study, the data was processed and it can then be assumed that the level of student mastery is related to the effectiveness of the application of cooperative blended-learning settings in numerical method subject. The data analysis technique used was descriptive statistical analysis and inferential statistics. The results of this study indicate descriptively and inferentially the average value of the posttest is greater than the KKM value specified in the numerical method course; descriptively and inferentially, the average score is in the medium category; descriptive and inferential students who complete learning is 85.71% greater than KK; the average student learning activity is in the active category; and the average of students’ learning activity in active category.