Pengaruh Strategi Blended Learning Terhadap Hasil Belajar Mata Kuliah Sejarah Pendidikan Islam pada Mahasiswa yang Memiliki Locus of Control Berbeda - Sihabudin, Sihabudin (Universitas Negeri Malang, 2016)
Asbtrak: Tujuan penelitian ini adalah untuk menguji: (1) perbedaan perolehan hasil belajar (mengingat dan memahami konsep dan fakta) mahasiswa yang dibelajarkan dengan strategi pembelajaran blended learning dan strategi pembelajaran face to face (tatap muka secara langsung), (2) perbedaan hasil belajar (mengingat dan memahami konsep dan fakta) mahasiswa yang memiliki internal locus of control dan mahasiswa yang memiliki external locus of control, (3) interaksi antara penggunaan strategi pembelajaran blended learning dan face to face dengan locus of control terhadap hasil belajar (mengingat dan memahami konsep dan fakta) mata kuliah Sejarah Pendidikan Islam. Penelitian ini menggunakan metode a factorial (2x2) version of non equivalent control group design dengan mengambil tempat penelitian di UIN Sunan Ampel Surabaya yang dilaksanakan pada semester ganjil 2015/2016. Subjek penelitian sebanyak 124 orang pada semester 3 Fakultas Tarbiyah dan Keguruan Program Studi Pendidikan Agama Islam (PAI) dan Program Studi Pendidikan Guru MI (PGMI) yang tersebar dari 4 rombongan belajar (rombel) yang terbagi dalam 2 kelompok kelas eksperimen dan 2 kelompok kelas kontrol. Penetapan kelas eksperimen dan kelas kontrol dilakukan dengan teknik acak. Instrumen pengumpulan data menggunakan teknik angket dan tes. Subjek yang dianalisis berjumlah 84 pebelajar berdasarkan pada 33% kelompok internal locus of control dan 33% external locus of control, dengan menggunakan Analysis of Variance (ANOVA) 2 x 2. Hasil penelitian menunjukkan, bahwa: 1) Perolehan hasil belajar (mengingat dan memahami konsep dan fakta) mata kuliah Sejarah Pendidikan Islam antara kelompok mahasiswa yang dibelajarkan dengan strategi pembelajaran blended learning (face to face, online dan offline) dan strategi pembelajaran face to face (tatap muka secara langsung) menunjukkan adanya perbedaan yang signifikan. Hal ini dapat dibuktikan dengan nilai Fhitung = 98,880 dengan nilai probabilitas (p) = 0,000. 2) Perolehan hasil belajar (mengingat dan memahami konsep dan fakta) mata kuliah Sejarah Pendidikan Islam antara kelompok mahasiswa yang memiliki internal locus of control dan kelompok mahasiswa yang memiliki external locus of control menunjukkan adanya perbedaan yang signifikan, yang ditunjukkan dengan nilai Fhitung = 36,950 dengan nilai probabilitas (p) = 0,000, 3) Tidak terdapat pengaruh interaksi antara strategi pembelajaran blended learning (Face to face, online dan offline), strategi pembelajaran face to face (tatap muka secara langsung), dan locus of control terhadap hasil belajar (mengingat dan memahami konsep dan fakta) Sejarah Pendidikan Islam, yang dibuktikan dengan perolehan nilai Fhitung = 2,955 dengan nilai probabilitas (p) = 0,089.Abstract: The purpose of this study is to examine: (1) differences in the acquisition of learning outcomes (remembering and understanding concepts and facts) of students who are taught with blended learning learning strategies and face to face learning strategies (face to face), (2) differences in learning outcomes ( remember and understand the concepts and facts) students who have internal locus of control and students who have external locus of control, (3) the interaction between the use of blended learning and face to face learning strategies with locus of control on learning outcomes (remembering and understanding concepts and facts) History of Islamic Education course. This study uses a factorial (2x2) version of non-equivalent control group design method by taking a place of research at Sunan Ampel UIN Surabaya which was held in the 2015/2016 odd semester. The research subjects were 124 people in the third semester of the Tarbiyah and Teacher Training Faculty of Islamic Education (PAI) Study Program and the MI Teacher Education Study Program (PGMI) which were spread out of 4 study groups divided into 2 experimental class groups and 2 control class groups. Determination of the experimental class and control class is done by random technique. The instrument of data collection uses questionnaire and test techniques. Subjects analyzed were 84 students based on 33% group internal locus of control and 33% external locus of control, using Analysis of Variance (ANOVA) 2x2. The results showed that: 1) Obtaining learning outcomes (remembering and understanding concepts and facts) History of Islamic Education courses between student groups taught with blended learning strategies (face to face, online and offline) and face-to-face (face-to-face) learning strategies show significant differences. This can be proven by the value of F-count = 98.880 with a probability value (p) = 0,000. 2) Obtaining learning outcomes (remembering and understanding concepts and facts) History of Islamic Education courses between groups of students who have internal locus of control and groups of students who have external locus of control indicate a significant difference, which is indicated by the value of F = 36,950 with probability value (p) = 0,000, 3) There is no interaction effect between blended learning strategies (Face to face, online and offline), face to face learning strategies (face to face face to face), and locus of control on learning outcomes (remembering and understanding the concepts and facts) History of Islamic Education, as evidenced by the acquisition of F-count = 2.955 with a probability value (p) = 0.089.