Prospective Science Teachers' Learning Independency Level on Blended Learning

Journal of Physics: Conference Series
PAPER • THE FOLLOWING ARTICLE ISOPEN ACCESS
Prospective Science Teachers' Learning Independency Level on Blended Learning
WWW Brata1, C Suriani1, H Simatupang1, S Siswanto2 and FTM Panggabean3

Published under licence by IOP Publishing Ltd
Journal of Physics: Conference Series, Volume 1462, The 6th Annual International Seminar on Trends in Science and Science Education 16–17 October 2019, North Sumatera Province, Indonesia
Citation WWW Brata et al 2020 J. Phys.: Conf. Ser. 1462 012070
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Abstract
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.