Christina Martha Wajabula, I. Nyoman Sudana Degeng, Dedi Kuswandi, Henry Praherdhiono
The Blended Learning Enriched Virtual Model (BLEVA) is an integral part of the blended learning approach. Employing suitable learning models can significantly enhance a learner's effectiveness. Enhanced learning outcomes are achievable when educators consider the learners' characteristics throughout the educational process. Cognitive style denotes how an individual comprehends and addresses problems. Learning outcomes can be optimized by taking into account a learner's preferred learning model and cognitive style. In this light, this study seeks to explore the impact of the BLEVA model and cognitive style on learners' outcomes. A quasi-experimental design featuring pretest and post-test control groups was utilized for this aim. The research involved 30 undergraduate students participating in a Classroom Action Research (CAR) course over seven weeks. The experimental group used the Blended Learning Enriched Virtual-Group model (BLEVA-G), while the control group adopted the Blended Learning Enriched Virtual-Individual model (BLEVA-I). Data were analyzed using a two-way ANOVA test. The hypothesis testing yielded the following findings: Firstly, the BLEVA-G model significantly impacts CAR learning outcomes. Secondly, there is no notable difference in CAR learning outcomes between learners with field-independent cognitive styles and those with field-dependent ones. Thirdly, there is no interaction effect between the BLEVA-G model and cognitive style on learning outcomes in CAR courses. © 2024 Copyright held by the owner/author(s).
Department of Instructional Technology, Faculty of Education, Universitas Negeri Malang, Indonesia
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