Effect of Hybrid Learning Strategy and Self-Efficacy on Learning Outcomes

Widdy H.F. Rorimpandey, Hendrikus Midun


Teachers and prospective teachers in the 21st century need pedagogical and technological literacy in implementing science teaching and learning strategies in elementary schools, especially education during the coronavirus pandemic. Hybrid learning strategy (HL) is a product of learning technology. It is a combination of online and face-to-face learning. Students need to have independent learning skills, such as self-efficacy (SE), to improve online learning skills. This study aimed to examine the effect of HL and SE on learning outcomes in understanding and applying the concepts of science education courses. This study involved 124 elementary school teacher education students at Manado State University, Indonesia, divided into experimental and control classes. Each class consists of 62 students. The data analysis technique used Multivariate Analysis of Variance (MANOVA). Based on the data analysis, the results showed that: 1) the HL strategy had a significant effect on improving learning outcomes in understanding and applying concepts; 2) the SE level of students has a significant effect on learning outcomes in understanding and applying concepts; 3) there is no interaction effect of HL and SE strategies on concept understanding; 4) there is an interaction effect of HL and SE strategies on the application of the concept. Thus, this study confirms that HL is one of the best learning models that can be used for students who are still adapting to the development of internet technology. Based on these findings, recommendations for further study and learning practices can be explained.

Keywords: hybrid learning, learning outcomes, self-efficacy, understanding and application of concepts.

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