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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]