The effects of blended learning on elementary school students' creativity and activeness

Abstract

Creativity is one of the important components of success in 21st-century learning. Creativity needs to be developed and taught in the classroom. This study was conducted to know the difference in the effect of blended learning on students’ creativity and activeness. This study also aimed to find out the significant improvement on students' creativity and activeness in elementary school. This study is of a quasi-experimental type with a non-equivalent comparison group design. The research subjects were fifth-grade students (32 students as experimental groups and 29 students as a control group) of public elementary schools in Bantul Regency, SDN Kasihan, and SDN Kalipucang, in the academic year 2019/2020. Rubric for Creativity (RC) and Rubric for Activeness (RA) were administered for pretest and posttest. The duration of the experimental learning was three meetings and one meeting for examination. The data analysis technique used independent samples t-tests and paired samples t-tests at the significance level of .05. The results of the study show that there was a significant difference in creativity between the experimental group (applying blended learning) and the control group (applying scientific learning). Experimental group students had higher scores on both variables compared to their counterparts. Thus, it can be concluded that blended learning is effective in improving creativity and activeness of elementary school students.