<![CDATA[The rapid growth of digital technology has prompted higher education institutions to adopt flexible, interactive learning models. This study examined students' academic performance and satisfaction in blended mathematics learning in Indonesian higher education. A mixed-methods approach with a convergent parallel design was used. The quantitative phase involved 81 second-semester students in mathematics education at Sultan Syarif Kasim Islamic University, Riau, divided into blended, face-to-face, and online learning groups. Data were collected through academic achievement tests, a student satisfaction questionnaire, open-ended responses, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and the Kruskal–Wallis test, while qualitative data were analyzed thematically. The results showed that the blended learning group achieved the highest posttest score (M = 16.00, SD = 1.39), followed by the face-to-face group (M = 11.59, SD = 3.08) and the online group (M = 10.15, SD = 4.30). The difference was statistically significant (p = .001) and had a large effect size (η² = .392). Students also reported high satisfaction, particularly regarding content relevance, interaction, flexibility, motivation, and learning independence. These findings suggest that blended learning can enhance mathematics learning when online and face-to-face activities are pedagogically integrated.]]>
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