Widdy H.F Rorimpandeya, I. Nyoman S. Degengb, Punaji Setyosary, Saida Ulfa
The rapid development of digital technology in the twenty-first century has impacted learning and teaching. It allows learning anywhere, anytime and with anyone. Hybrid learning can accommodate such systems. This study examines how the Hybrid Learning Model affects prospective elementary school teacher candidates' understanding of science education concepts. The research subjects were studying to become elementary school teachers. They were divided into two groups, with 35 students in the experimental group and 35 students in the control group. Analysis of Variance One Way was used. The hybrid learning model was shown to significantly improve student learning outcomes, in elementary school teachers' understanding of science education concepts. © 2019 Primrose Hall Publishing Group.
State University of Malang, Indonesia
