The Influences of Hybrid Learning with Video Conference and "Chemondro-Game" on Students' Self-Efficacy, Self-Regulated Learning, and Achievement toward Chemistry

Abstract

Learning system in the 21st century concerned with the use of technology in their activities. This study was aimed to analyze the differences between students’ self-efficacy, self-regulated learning, and achievement in hydrocarbon hybrid learning mediated by video conference and android-based-game. A quasi-experiment with the post-test only design was set in this research. A total of 72 out of 149 Grade 11 students were cluster randomly selected from a public senior high school in Purworejo Regency, Indonesia. The samples were classified into three classes depending upon the media used in the teaching-learning, they are Class E using hybrid learning mediated by video conference and android-based-game, Class CG-1 using hybrid learning mediated by video conference only, and Class CG-2 using face-to-face learning mediated by android-based-game only. The data of self-efficacy and self-regulated learning were collected through questionnaire while the students’ achievement was collected through a set of hydrocarbon test. MANOVA technique was used to analyze the differences of the data in these instructional models. The findings revealed that the students’ self-efficacy, self-regulated learning, and achievement were significantly different among the three classes. Thus, the use of these medias were strongly suggested in chemistry learning in order to promote students’ self-efficacy, self-regulated learning, and achievement.