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The objective of this research is to analyze the effectiveness of the blended web mobile learning model in improving Higher Order Thinking Skills-based learning outcomes of high school students. This research is a quasi-experiment design. The research sample was 137 students from 2 senior high schools in East Java Province - Indonesia. Before implementing the BWML model using MoLearn, both groups of students were tested (pre-test) and after the learning was complete, students were again given the same test (post-test). The collected data were analyzed using the Wilcoxon test; calculation of n-gain; and the Mann-Whitney U test. The results shows that biology learning using the BWML Model is effective in improving student learning outcomes as indicated by: (1) an increase in student learning outcomes which is statistically significant at [alpha]=5%, (2) the average of n-gain is in the medium category, and (3) the mean of n-gain has no difference in the two groups of students.

A quick and effective learning assessment is needed to evaluate the learning process. Many tools currently offer automatic assessment for subjective and objective questions; however, there is no such free tool that provides plagiarism detection among students for subjective questions in a learning management system (LMS). This article aims to create an automatic essay assessment in MoLearn LMS that can check students' answers. At the same time, the LMS can also anticipate online cheating. This article employed two methods comprising the system development life cycle waterfall model and the latent semantic analysis method. The former was used to design and create essay assessment applications, and the latter was employed to check the essay's answer and automatically detect students' plagiarism. The result showed that MoLearn LMS was successfully working on detecting students' plagiarism, leading to better LMS innovation. Automatic essay assessment accelerates grading time by about 8.04 times that of manual grading, which takes 5.52 s per question.

The purpose of this study is to develop a Web- and Android-based learning application for high school students, named MoLearn. To meet teacher needs, a preliminary study was conducted by conducting interviews and field observations. The design and development follow the ADDIE model, with stages namely (1) analysis of needs, (2) design of interface, (3) development / construction, (4) implementation and (5) evaluation. The research subjects were educators who were members of the Biology and Geography MGMP, along with their students. The evaluation was carried out to the educators representing the respective MGMP, carried out by distributing questionnaires, and triangulation using the UI/UX test. Data analysis was performed with qualitative descriptive technique and descriptive statistic. Based on data analysis, the results show that all educators agree that (1) MoLearn's appearance is attractive and convenient to use, (2) MoLearn can fulfill learning needs, and (3) MoLearn has fulfilled the requirements as a learning model that utilizes Information Technology.

The challenge in education field these days rises as the cause of society's expectation for higher education. This increasingly complex expectation demands that higher education prepares the students to gain integrity. Higher education provides not only hard skills for the student, but also soft skills. By observing the hard skills side, in the previous research, the author discovers a learning method based on cognitive process that is classified by personality types. This finding is proved to be effective in enabling students to solve problems. By utilizing the finding as well as employing qualitative and development methods, this research serves a purpose of developing learning method that can improving students' soft skills attributes based on personality types. This leads to the conclusion that the cognitive process will also have the same influence on personal and interpersonal behaviors. The findings gained from this research demonstrate that soft skills attribute showed by every personality is various and it can be improved through the application of learning models that put forward cognitive process based of personality type classification. According to the gained findings, it is recommended that this learning model can be expanded to cover other subjects in higher education syllabus

After the COVID-19 pandemic was over, the teaching and learning process in the world of education underwent several changes. The COVID-19 pandemic forced the global learning community to transition within a very short period of time from the traditional in-class method of learning to a mode of online learning. After the pandemic started to subside, even though it had not wholly disappeared, learning was carried out using hybrid learning. Hybrid learning was continued to prevent the re-emergence of the Covid virus by reducing the number of students in each face-to-face class. The purpose of this study is to determine whether there are differences in learning outcomes between online learning and offline (face-to-face) learning. Based on normality and homogeneity tests as well as different tests on pretest and posttest scores, the results show that there are differences in posttest learning outcomes for the Online and Offline Groups, which can be seen from the P Value (Sig.) (0.005) < 0.05. Differences also occur in the results of the work; students in the Online Group were more courageous in trying to solve things in a different way from what the educator teaches compared to students from the Offline Group. With an awareness of these differences, future research can create a learning model that combines online and offline learning to improve student learning outcomes. [ABSTRACT FROM AUTHOR]

Learning in the Fourth Industrial Revolution era, especially in mathematics, needs to equip students with life skills that can be used in the future such as critical thinking, problem-solving, literacy, collaboration, decision making, creative thinking, responsibility, and independent learning. This study aims to analyze the effectiveness of the Scientific Hybrid Learning model (SHL) in improving learning outcomes in Basic Mathematics courses. This research is a pre-experiment with a two group, pretest and posttest design. The research sample was 91 students divided into two groups: a control class and an experimental class. Before learning with the SHL Model, both classes were given a learning outcome test, and after learning was completed, the students were again given the same learning outcome test. The data collected were tested by descriptive analysis, normality test using Shapiro Wilk, Mann-Whitney U test, and normalized gain (n-gain) calculation. The results show that the SHL model applied to the Basic Mathematics course effectively improved student learning outcomes as indicated by an increase in learning outcomes that was statistically significant (a = 5%) and an average n-gain that was categorized as effective. In addition to these findings, we also found that learning outcomes related to critical thinking skills resulted in a higher increase (n-gain = 0.76) than literacy skills (n-gain = 0.33). This shows that using the SHL model in the Basic Mathematics course increases critical thinking skills. [ABSTRACT FROM AUTHOR]

This research aims to produce a model that can be used as a reference in implementing hybrid learning and Problem Based Learning (PBL) in learning with the MoLearn application. This research is a research development namely building the right learning model for the MoLearn application. The Blended Web Mobile Leaning (BWML) model test was conducted regarding its validity and practicality. The results showed that (1) test the content validity: the average statistic was 3.72 ralpha = .25 and alpha = .81, the construct validity: the average was 3.74, the statistic was ralpha = .20 and alpha = .75. (2) the feasibility test (practically used by students) an average of 3.23 statistics ralpha = .91 and alpha = .99. It can be concluded that the BWML model meets the valid requirements (in content and construction), and is practical in use by students. This research implies that the quality BWML model can be used to improve learning outcomes for high school students based on higher-order thinking skills (HOTs). Further research can be focused on seeing the effectiveness of the BWML model in improving the learning outcomes of HOTs-based high school students. [ABSTRACT FROM AUTHOR]

Brilian is a hybrid learning application that combines face-to-face learning and online learning. This study aims to analyze the effectiveness of hybrid learning of science management by using Brilian in college. This study was a pre-experiment with one group pre-test and post-test design. The sample of the study were 55 students of Information System study program, Institut Bisnis dan Informatika Stikom Surabaya, Indonesia who were divided into two groups. Before conducting hybrid learning by using Brilian, both groups of students were given a test of learning outcomes and after the learning was completed, students were given the same learning outcomes test again. The collected data was analyzed by using the Wilcoxon test; calculation of normalized gain (n-gain); and the Mann-Whitney U test. The results showed that hybrid learning of science management using Brilian is effective to improve students' learning outcomes and is indicated by: (1) an increase in students' learning outcomes which was that was statistically significant at α = 5%, (2) the n-gain mean was in high category, and (3) the n-gain mean was not different in the two students groups. [ABSTRACT FROM AUTHOR]