Abstract:

The Industry 4.0 requires a change in classroom learning into technology-based learning so that educators must develop technology-based learning following the characteristics of students in the Industry 4.0. One model of technology-based learning is blended learning that combines face-to-face learning with online learning. Hence, educators need more information about the effect of blended learning on student learning outcomes. Therefore, this study aims to determine the effectiveness of blended learning in the learning process, especially mathematics learning for students of primary school teacher education in Industry 4.0. This type of research is a quasi-experimental research design with pretest-posttest non-equivalent group design. This research conducted in the education department, primary school teacher education, Padang State University. The data collection technique is through the test. Data analysis consisted of descriptive analysis to describe the data obtained from the results of the pretest and posttest, namely the average value, range, and standard deviation. Meanwhile, inferential data analysis consists of a homogeneity test using the Kolmogorov Smirnov technique, a homogeneity test using the Box's M test, and a hypothesis test using the Paired Samples T-Test analysis technique. The results showed that the t-count value of the experimental group was 19,378, and the t-count of the conventional class was 25,519. From the data, the value of the t arithmetic> t table in the two groups, so there is an effect of different treatment given to the two-class groups. Besides, the average value of the experimental class was higher than the control class so that the application of blended learning in the Industry 4.0 had a good effect on student learning outcomes compared to conventional learning. This shows that blended learning is effective as a solution in the process of learning mathematics for students of primary school teacher education in Industry 4.0.

Keywords:

Blended learning, primary school teacher education, Industrial Revolution 4.0, mathematics.