<![CDATA[This study investigates the effectiveness of a multi-strategy blended learning approach in improving elementary students’ communication skills and academic achievement in East Java, Indonesia. A quasi-experimental design with a pre-test and post-test control group was employed, involving 120 students from Grades 4 to 6. The intervention was conducted over 12 weeks and integrated inquiry-based discovery, small-group discussion, role-play, simulation, and collaborative learning activities. The study is grounded in social constructivist theory, emphasizing knowledge construction through interaction, problem-solving, and structured learning environments. Quantitative data were collected using standardized instruments measuring communication skills, learning engagement, and academic achievement. Data were analyzed using paired-sample t-tests, independent-sample t-tests, and analysis of covariance to control for initial differences between groups. The results indicate that students in the experimental group showed significant improvement in communication skills, academic achievement, and learning engagement compared to the control group. The findings also reveal that the implementation of blended learning contributed substantially to the observed learning outcomes. This study provides empirical evidence on the effectiveness of integrating multiple instructional strategies within a blended learning framework in elementary education. It highlights the potential of active and collaborative learning approaches to enhance student outcomes, particularly in contexts with varying levels of resources and student readiness. The results suggest the importance of teacher capacity development, appropriate instructional design, and contextual adaptation to support effective implementation of blended learning in primary education.]]>
Copyrights © 2025
