Prospective Science Teachers’ Learning Independency Level on Blended Learning

This study aims to measure the level of self-directed learning readiness of
prospective science teacher students studying with blended learning. This study also
investigates the relationship of self-directed learning readiness with students' perceptions of
blended learning. This research uses a quantitative method involving 28 students of prospective
science teachers in the mathematics faculty and natural sciences at Medan State University.
Data were collected using a learning independence questionnaire, which was first validated by
two learning experts. Measurement of learning independence is done after students undergo
one semester of blended learning. In general, student learning independence is at a moderate
level. Analysis based on gender shows that there are no statistically significant differences
between men and women in learning independence. This study also revealed that differences in
learning outcomes are influenced by the level of learning independence, especially in the "selfcontrol"
aspect.