Comparison of the Effectiveness of Blended Project-Based Learning and Project-Based Learning Strategies on Chemistry Concept Understanding

Willy agustina Bangun, Alfiati Hasanah, Ririn Ningkeula

Abstract

Given technological advancements, innovation is required to better tailor project-based learning to students who are predominantly "digital natives." Consequently, combining project-based learning with technology offers an ideal solution, particularly within the context of higher education. Blended project-based learning enables students to access materials, engage in discussions, and complete coursework and projects—whether face-to-face or virtually and through both synchronous and asynchronous modes. The application of blended project-based learning allows for the integration of technology, thereby enriching the teaching and learning process and motivating learners to participate actively. The hypothesis proposed is that there is a significant difference in conceptual understanding between the group using the blended project-based learning strategy and the group using the project-based learning strategy. The findings of this study indicate a difference in students' conceptual understanding between those taught using the blended project-based learning strategy and those taught using project-based learning. It is advisable to possess technological proficiency, a strong willingness to learn, and a sense of curiosity. These qualities are crucial for the success of the blended learning process, given that blended learning is an instructional strategy that operates across various contexts and timeframes

Keywords

Blended project-based learning, project-based learning, understanding of chemistry concepts

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References

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DOI: https://doi.org/10.20961/jiptek.v19i2.122602

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