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All Journal Jurnal Pendidikan Ekonomi (JUPE) Dinamika Pendidikan Jurnal Pendidikan Akuntansi EDUNOMIC : JURNAL ILMIAH PENDIDIKAN EKONOMI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN JABE (Journal of Accounting and Business Education) Martabe : Jurnal Pengabdian Kepada Masyarakat JPEK (Jurnal Pendidikan Ekonomi dan Kewirausahaan) Perspektif Pendidikan dan Keguruan Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Paedagogy Jurnal Pendidikan dan Pembelajaran Peka : Jurnal Pendidikan Ekonomi Akuntasi FKIP UIR Pekanbaru EDUNOMIC : JURNAL ILMIAH PENDIDIKAN EKONOMI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Andri Eko Prabowo
Universitas Islam Riau
Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Pengaruh Model Pembelajaran Blended Learning Berbasis Media Website terhadap Pemahaman Konsep Mata Pelajaran Siklus Akuntansi di Sekolah Menengah Kejuruan Gilang Asoka Ramadhan; Andri Eko Prabowo
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6086

Abstract

This study addresses the low conceptual understanding of students in the accounting cycle subject at SMK PGRI Pekanbaru, which has been dominated by direct learning methods. The main purpose is to examine the effect of implementing a website-based blended learning model on students’ conceptual understanding of the accounting cycle. This research is relevant to the ongoing educational transformation toward technology-integrated and student-centered learning in vocational schools. The study employed a quantitative approach using a pre-experimental design (one group pretest–posttest design). The research subjects were 21 tenth-grade Accounting and Finance (AKL) students. Data were collected using a validated and reliable multiple-choice test instrument that measured students’ conceptual understanding. The data were analyzed using a paired sample t-test with SPSS version 25 to determine significant differences between pretest and posttest scores. The results revealed a significant increase in students’ conceptual understanding after the implementation of the website-based blended learning model. The mean pretest score was 69.04, which was below the school’s Minimum Completion Criteria (KKM). The posttest results showed a statistically significant improvement, indicating that the blended learning model effectively enhanced students’ conceptual mastery. This study highlights the potential of website-based blended learning to improve conceptual understanding and student engagement. However, the research was limited to a small sample in one school, which restricts the generalizability of the findings. Future research should involve larger samples and compare multiple blended learning platforms.
Co-Authors Agus Baskara Akhmad Suyono Akhmad Suyono, Akhmad Azmansyah, Azmansyah Baskara, Agus Cindy Lara Syarifah Putri Fadhillah, Arifah Fitria Jayanti Fitriani Gandico Pratama Gilang Asoka Ramadhan Hastuti, Tity Idayani, Andi Khulaifiyah Khulaifiyah, Khulaifiyah Lestari, Putri Ika Lestari, Tria Fuji Marliati, Lina Nawir, Erna Nunuk Suryanti Nurhuda Nurhuda Pratiwi, Hafsanah Eka Purba Andy Wijaya Putri Ika Lestari Salma, Tiara Siti Maimunah Tity Hastuti Wiwin Setiawati Yustri Yuhelma Yustri Yuhelma