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Rifqi Faris Azzaki
Universitas Sebelas Maret, Surakarta, Indonesia
Education

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Rifqi Faris Studi Literatur: Efektivitas Blended learning terhadap Minat, Motivasi, dan Hasil Belajar: Literature review: The Effectiveness of Blended Learning on Interest, Motivation, and Learning Outcomes Rifqi Faris Azzaki; Sri Marmoah
Jurnal IKA Vol. 24 No. 1 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ika.v24i1.104191

Abstract

Blended learning, as a combination of face-to-face and online learning, has become an important innovation in improving the quality of education. This study aims to analyze the effectiveness of Blended learning on students’ interest, motivation, and learning outcomes through a Systematic Literature Review (SLR). Articles were collected from Scopus and SINTA databases using strict inclusion–exclusion criteria with the keywords “Blended learning,” “learning interest,” “learning motivation,” and “learning outcomes.” From an initial 120 articles, 22 publications from 2018–2025 met the criteria. The analysis combined descriptive methods to map research trends by year, country, and methodology, and thematic analysis to identify key patterns and themes. The findings reveal that Blended learning effectively enhances students’ interest, intrinsic motivation, and academic achievement compared to traditional methods, particularly when supported by interactive media, formative assessment strategies, and digital technologies. However, challenges remain in terms of students’ readiness, diverse learning styles, and limited use of technology. The study concludes that the effectiveness of Blended learning depends not only on instructional design but also on supportive learning environments and teacher strategies. Practical recommendations include strengthening evidence-based instructional design, adopting adaptive technologies, and enhancing teachers’ capacity to ensure that Blended learning becomes a sustainable solution for improving educational quality.
Systematic Literature Review: Analisis Kelebihan dan Kekurangan Kebijakan Pendidikan Inklusif di Belanda Rifqi Faris Azzaki; Sri Marmoah
Jurnal IKA Vol. 24 No. 2 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ika.v24i2.113620

Abstract

Inclusive education in the Netherlands is an educational approach that integrates students with special needs into mainstream schools to ensure equal learning opportunities for all learners. This study aims to analyze the strengths and weaknesses of inclusive education policies in Dutch using a Systematic Literature Review (SLR) approach. Articles were collected from Scopus and Google Scholar databases using strict inclusion and exclusion criteria with keywords such as “inclusive education,” “Netherlands education system,” “special needs education,” and “inclusive education policy.” From an initial 110 articles, 24 publications from the period 2020–2025 were selected for analysis. The analysis was conducted descriptively to examine research trends based on publication year, location, and methodology, and thematically to identify key patterns in the implementation of inclusive education. The findings indicate that inclusive education policy in the Netherlands is supported by a flexible and decentralized system, allowing schools to adapt learning according to students’ needs. In addition, teacher support, teaching assistants, and educational innovations contribute to strengthening inclusive practices in ds. However, challenges remain, including inconsistencies in implementation across schools, limited teacher competence, and the persistence of subtle segregation practices. Overall, the success of inclusive education in the Netherlands depends not only on policy design but also on human resource readiness, system support, and consistent implementation in practice.
Co-Authors Sri Marmoah