<![CDATA[This study investigates the effect of blended learning implementation on the academic achievement of undergraduate students enrolled in the Business Statistics course at Bina Nusantara University (BINUS), Indonesia. Blended learning, a pedagogical approach that systematically integrates conventional face-to-face classroom instruction with structured online digital activities, has gained considerable prominence in higher education, particularly in the context of the educational disruptions caused by the COVID-19 pandemic. Employing a descriptive quantitative research design with a cross-sectional time horizon, the study collected academic performance data from 50 students through structured questionnaires and interviews. Statistical analyses—including the Kolmogorov–Smirnov normality test and the Kruskal-Wallis non-parametric test—were applied to examine the distributional characteristics of and significant differences between the online and offline components of blended learning. Results indicate a statistically significant difference between the two modalities (χ² = 74.257 > χ²table = 3.84; p = 0.000 < 0.05), with the offline instructional component consistently yielding higher academic performance scores. Findings affirm that blended learning positively influences student engagement, learning flexibility, and academic performance. The study recommends that academic institutions invest in strengthening digital infrastructure and instructor competency in digital pedagogy to maximise the effectiveness of blended learning models in higher education.]]>
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