THE EFFECT OF ONLINE AND OFFLINE LEARNING ON LEARNING

OUTCOMES OF ENGLISH LANGUAGE EDUCATION STUDENTS AT

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM II RIAU.

By:

Sensia Miranda Alfasari

SIN. 12010425325

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU

PEKANBARU

2023 M/1445 H
 Table of Content

Table Of Content....................................................................................................2

CHAPTER I INTRODUCTION........................................................................2

1. Background...................................................................................................2

2. Problem of the research.................................................................................8

3. Objective and the Significances of the Research..........................................9

4. Definition of the Term..................................................................................9

CHAPTER II LITERATURE RIVIEW...........................................................13

A. Theoretical Framework...............................................................................14

1. Definition of Learning............................................................................15

2. Learning Purpose....................................................................................16

3. Online Learning......................................................................................17

4. Factors Influencing Online Learning.....................................................18

5. Types of Online Learning Methods........................................................19

6. Offline Learning.....................................................................................20

7. Factors influencing Offline Learning.....................................................21

8. Types of Offline Learning Methods.......................................................22

9. Learning Outcomes................................................................................23

10. Factors Influencing Learning Outcomes..............................................24

11. Classification of Learning Outcomes...................................................25

B. Relevant Research......................................................................................28

C. Operational Concept...................................................................................28

D. Assumption and Hypothesis.......................................................................31

CHAPTER III RESEARCH METHODS........................................................32

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 A. Research Design.................................................................................33

B. Time and Location of the Research....................................................33

C. Subject and Object of the Research....................................................33

D. Population and Sample of the Research.............................................33

E. Technique of Collecting Data.............................................................35

F. Technique of Data Analysis................................................................39

REFERENCE...................................................................................................40

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 CHAPTER I

INTRODUCTION

1. Background of the Research

Learning is assistance provided by educators so that the process of

acquiring knowledge and knowledge, as well as forming attitudes and beliefs in

students can occur. According to the Law of the Republic of Indonesia Number 20

of 2003 concerning the National Education System, learning is the process of

interaction between educators and students and learning resources that take place

in a learning environment. In other words, learning is a process to help learners to

learn well (Atmojo & Priyo, 2020).

There are some types of learning based on the distance. They are online,

offline and blended learning. Offline learning is done in a classroom. Offline or

face-to-face learning is often used rather than online. Offline learning is

considered more effective because educators and students can interact directly

during learning. In addition, educators can also observe how students develop

directly. So that the learning process between educators and students can run well.

Then how is the current learning process with the covid-19 pandemic which until

now requires students to study at home?

Learning that is used during the covid-19 pandemic is using online.

Online learning is certainly different from offline learning. online learning is

learning that is not done face-to-face in the classroom as usual. Online learning is

learning that is not done face-to-face in class as usual. Online learning is usually

done using various social media to communicate. for example by using via

Whatsapp, Google zom or other social media.

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 Along with the advancement of technology and society today, learning

activities can be carried out remotely in the form of Outside the Network (Offline)

and Within the Network (Online). Online learning is learning that uses internet

networks with accessibility, connectivity, flexibility, and the ability to bring up

various types of learning interactions (Reinders, n.d.).

In the online learning process, students learn independently and utilize

the internet network or also called online learning. Online learning greatly affects

students' emotional intelligence because emotional intelligence is strongly

influenced by the environment, is not sedentary, and can change at any time.

Therefore, learning activities carried out online are expected that students can

understand learning and can achieve the intended goals. Online learning can be

used as an alternative when the current disaster is the Covid-19 pandemic.

In this learning, in delivering material, doing assignments, even

assessments using online or online. Online learning is considered effective during

the Covid-19 pandemic. Because educators and students can still communicate

even though the Covid-19 pandemic requires students to study at home. However,

even though online learning is already running, there are still many obstacles

faced. For example, there are still places that cannot access the internet network to

conduct online learning (Setyawan, 2019).

The implementation of two different learning systems will have different

impacts on each student. Starting from the effectiveness to the level of difficulty

felt by each student. In its implementation, online learning often causes feelings of

boredom experienced by students. In addition, the problem that most often occurs

during online learning is the availability of signals or networks by each different

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student. Often the student camera screen does not turn on, so that the lecturer

cannot monitor the attitude or activities of students during the learning process.

The availability of this signal also greatly affects the clarity of lecturers in

teaching, often the voice delivered by lecturers to students or vice versa is broken,

so that the information to be conveyed is not heard clearly.

Through the Zoom Application, Google Meet, students often complain

about the voice of lecturers or peers in expressing opinions that are not heard

clearly and Share Screen material that is lost several times. This happens because

of internet network interference owned by the lecturer or student. This could be a

feeling of confusion experienced by students. The difference in the learning

system used during distance learning like this, will have a different impact on

each student. This is interesting for researchers to see student learning outcomes

during offline and online learning during the pandemic.

According to Ralph Tyler (1949), learning outcomes should be based on

specific goals that have been set, and lesson planning should consider how

students will measure the achievement of these goals. John Biggs (2003),

proposes an active learning-oriented learning outcomes approach, where students

play an active role in constructing their own understanding and achieving set

learning objectives. M. David Merrill (2002), put forward the concept of "First

Principles of Instruction," which emphasizes that learning outcomes should

include students' ability to apply the knowledge and skills they learn in real-life

situations.

Learning outcomes have a complex relationship with both online and

offline learning systems. The link between learning outcomes with online and

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offline learning systems is the result of a combination of various factors, including

accessibility, interaction, flexibility, technology utilization and evaluation.

There are some previous research related to this topic such as learning

achievement by using online media (Dona Fitriawan, 2022); The Effect of Online

Learning Using Online Media on Learning Achievement (Endar Sulistiowati,

2022) and others research discuss about online learning of learning outcomes only

(Abdul Hakim, 2023); The Effect of Online Learning on Students Learning

Outcomes in Indonesian Subjects (Nurhikmah, 2023). Also in other research

discuss about The Effect of Offline Learning Model Assisted in Practicum

Discovery Learning on Learning Outcomes (A. Azizah 2021), Offline vs online

problem-based learning: a case study of student engagement and learning

outcomes (Hans Kristianto, 2022), and other research Development of Integrated

Offline Learning Multimedia to Improve Student Learning Outcomes (M A Kuron

2020).

Based on the previous research above, the researcher concludes that the

previous research only discuss about the effect of online learning toward the

student outcomes and the effect of offline learning toward the student outcomes.

The researcher has not found yet the previous research that focus on the effect of

online and offline learning toward the student outcomes.

Based on the preliminary research by interviewing some of English

Education Department students of UIN Suska Riau, it was found that some of the

students got high scores in online learning and only a few got low scores in offline

learning and there are also those who got low scores in online learning and good

scores in offline learning. However, learning outcomes in online learning are

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better than offline learning. It can be seen from the Study Result Card (KHS) of

the students which have an IP above 3.5 per semester at the semester.

Based on the phenomena depicted above, the researcher is interested in

investigating the problems above into research entitled “The Effect of Online

and Offline learning on Learning Outcomes of English Language Education

Students at State Islamic University of Sultan Syarif Kasim II Riau”

2. Problem of the research

1. Identification of the Problem

After the researcher conducted interviews with several samples of

English language education students Uin Suska Riau, the researcher found

problem identification that:

1. Most of the students got good score in online learning

2. Some students got low score in offline learning

3. Some students got lower score in online learning and other students

got higher score in offline learning

2. Limitation of the Problem

After identifying the problems stated above, the researcher needs to

limit and focus the effect of the online and offline learning of students

learning outcomes English Education Department 2020 UIN Suska Riau.

3. Formulation of the Problem

Based on the discussion of the problems above, the researcher

formulates the problem in this research is "Is there any significant effect of

online and offline learning on learning outcomes of English Language

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 Education students at state Islamic University of Sultan Syarif Kasim

Riau?”

1. Objective and the Significances of the Research

1. The Objective of the Research

To describe whether there is an effect of online and offline learning

on students learning outcomes at English Education Department 2020 UIN

Suska Riau.

2. The Significance of the Research

Practically, this research gives benefits and contributes to the

development of knowledge on the affective factors of online and offline

learning.

Theoretically, these research findings are expected to be useful and

valuable for the teachers in understanding online and offline learning.

Conceptual, these research findings are also expected to be positive

and valuable information, especially for those who are concerned in the

world of teaching and learning English as a foreign or second language

such as foreign language researcher and educational practitioners.

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2. Definition of the Term

1. Online Learning

Online learning is a learning system that is not carried out face-to-

face, but uses a platform that can help the teaching and learning process

that is carried out even though it is far away (Sofyana & Abdul, 2019: 82).

The purpose of online learning is to provide quality learning services in a

massive and open network to reach more and wider learning enthusiasts.

Online learning is a program for organizing classroom learning

program in the network to reach a wide target group. By using the

network, learning can be carried out widely with unlimited students

(Bilfaqih & Qomarudin, 2015: 1). Meanwhile, according to Romli (2012:

34), the definition of online media in general is any type or form of media.

of online media in general is any type or format of media that can only be

accessed through the internet. can only be accessed via the internet

containing text, photos, videos and sound, as a means of online

communication, while the specific definition of online media is interpreted

as a medium in the context of mass communication. In this research,

online learning refers to learning by using internet connection or media

online class like Google Meet, Zoom, and as such (Kashinath & Raju,

2023).

2. Offline Learning

Offline learning is a foreign term for learning that is conducted

face-to-face learning between teachers and learners in the classroom

(Pratama & Mulyati, 2020). In offline learning offline learning, teachers

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 and learners directly interact directly in the classroom and do activities like

a conventional school (Pratama & Mulyati, 2020). Offline learning is

conducted without using the internet to connect with each other. In offline

learning, teachers provide materials and physical assignments by

explaining in class to students (Pratama & Mulyati, 2020). In this research

offline learning refers to learning by face to face that student must come to

the school or campus to do learning with the teacher.

3. Learning Outcomes

Learning outcomes are the abilities of students obtained after

learning activities (Nugraha, 2020). Learning outcomes are certain

competencies or abilities achieved by students after participating in the

teaching and learning process and include cognitive, affective, and

psychomotor skills (Wulandari, 2021). In this research refers to the scores

which has been obtained by students during learning in several meetings

or several semesters.

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 CHAPTER II

LITERATURE RIVEW

A. Theoretical Framework

1. Definition of Learning

Learning is the process through which individuals acquire new

knowledge, behaviors, skills, or attitudes, often through experiences,

study, observation, or instruction. It involves the internalization and

integration of information, leading to changes in cognition or behavior.

(Woolfolk, A. (2016)

According to Feldman, R. S. (2019), learning refers to the

relatively permanent change in behavior or mental processes that occurs as

a result of experience. It encompasses various forms such as associative

learning, observational learning, and cognitive learning, and it involves the

acquisition, retention, and retrieval of information.

Learning can be described as the process of encoding, storing, and

retrieving information in memory, leading to the acquisition of new

knowledge or skills. It involves cognitive processes such as attention,

perception, memory, and problem-solving, and it occurs through

interactions with the environment. (Anderson, J. R. 2010).

Learning is the process by which individuals acquire new

knowledge, behaviors, skills, or attitudes through experience, study,

observation, or instruction. The process involves the internalization and

integration of information, causing changes in cognition or behavior.

Learning includes associative learning, observational learning, and

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 cognitive learning, and involves the acquisition, retention, and retrieval of

information. The learning process also involves cognitive processes such

as attention, perception, memory, and problem solving, and occurs through

interaction with the environment (Jiang et al., 2021).

2. Learning Purpose

Learning purpose refers to the underlying reason or motivation

behind engaging in the process of learning. It encompasses individuals'

goals, aspirations, or intentions related to acquiring new knowledge, skills,

behaviors, or understanding. (Ormrod, J. E. 2011)

According to Dweck C. S. (2006) Learning can help individuals

develop personally by expanding their knowledge, understanding, and

perspective on the world. It can lead to increased self-awarness, empathy,

and emotional intelligence.

Learning is an important activity that everyone must do maximally

to be able to master or acquire something. Learning can be defined as an

effort or activity that aims to make changes in a person, including changes

in behavior, attitudes, habits, knowledge skills, and so on Sa'ud (2008, p.

171) suggests the following learning objectives:

1) Learning aims to make changes in, among others behavior. For

example, a small child who has not yet entered school behaves

spoiled, selfish, whiny, and so on. Then after a few months of entering

elementary school, behavior changes into a child who is no longer

whiny, more independent, and can get along well with

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 his friends. This shows that the child has learned from the new

environment.

2) Learning aims to change habits, from bad to good. For example,

changing the habit of smoking to not smoking, eliminating

dependence on drinking, or changing the habit of a child who often

wanders around. changing the habit of children who often wander, can

be done with a learning process. with a learning process.

3) Learning aims to change attitudes from negative to positive,

disrespect to respect, hate to love, and so on.

For example, a teenager who used to always be against his parents can

be changed to be more respectful and obedient to his parents. parents

can be changed to be more respectful and obedient to parents.

4) Learning aims to improve skills or abilities.

For example in terms of sports, arts, services, techniques, agriculture,

fisheries, shipping, and so on. A person who is skilled at playing

badminton badminton, ball, boxing, or other sports are largely

determined by diligent learning and serious practice.

The same is true for the skills of playing the guitar, piano, dancing,

painting, carpentry, making handicraft items, all of these need effort

with serious, diligent and diligent learning.

5) Learning aims to increase knowledge in various fields of science

science. For example, a child who initially could not read, writing, and

counting, becomes able to because of learning.

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 From the description above, it can be seen that learning is a human

activity that is very important and must be done during life. Very

important and must be carried out during life, because through

learning humans can make improvements in various matters

concerning the interests of can make improvements in various matters

concerning the interests of life. In other words, by learning humans

can improve their fate, achieve goals, and obtain wider opportunities

to work.

3. Types of Learning

a. Online Learning

Online learning is a program of organizing learning classes in the

network to reach a wide target group. By using the network, learning can

be carried out widely with unlimited students (Bilfaqih & Qomarudin,

2015: 1). Meanwhile, according to (Romli 2012: 34) the definition of

online media in general is any type or format of media that can only be

accessed via the internet containing text, photos, videos and sound, as a

means of online communication, while the specific definition of online

media is interpreted as a medium in the context of mass communication.

Online learning is a learning system that is not carried out face-to-

face, but uses a platform that can help the teaching and learning process

that is carried out even though it is far away (Sofyana & Abdul, 2019: 82).

The purpose of online learning is to provide quality learning services in a

massive and open network to reach more and wider learning enthusiasts.

Based on several definitions of online learning above, researchers

15
 conclude that online learning is learning by using application media to

facilitate students in carrying out the learning process remotely (Lailatul

Mufidah, 2021).

a. Factors Influencing Online Learning

We identified that teaching & professional behaviour is one of the

most important elements that influenced the online learning effectiveness

(Álvarez, Guasch, & Espasa, 2009; Gartmeier et al. 2015). The studies

done so far have manifested that efficient teaching & professional

behaviour helps students to adapt online learning system (Noesgaard, &

Ørngreen, 2015). The commitment and seriousness of the instructor affects

in turn the commitment of the students. Our study finds a strong

correlation between an instructor’s professionalism, behavior, availability

and interaction with students.

In case of second construct, it is found that instructional planning

& methodology significantly and positively impacts the effectiveness of

the online learning. Therefore, to increase effectiveness and sustainability

of online learning systems the instructors should focus on including a clear

course outline and maintain relevance of the quizzes and assignments

given to students. The instructor’s way of managing the courses, workload

on students and the relevance of the material being taught to the practical

world; all of this will play an important role in planning and methodology

of any subject (Baker, 2010). Also, as the interaction on online systems is

totally different from face-to-face lectures. Therefore, many new variables

(discussed below) will affect planning and methodology of a course. Thus,

16
 instructors should focus on all these elements while teaching an online

course on a web based system (Al-Summarise et al. 2018). Thus, our

findings reveal that virtual platform of learning provides many

opportunities for teachers which they can apply for increasing the

effectiveness of online learning. This finding is consistent with the results

of the past studies (Wang & Wang, 2009; Chen & Tseng, 2012).

According to Álvarez, Guasch, & Espasa (2009) and Gartmeier et

al. (2015) found that teaching and professional behavior had a significant

impact on online learning efficacy. According to Noesgaard and Ørngreen

(2015), effective teaching and professional behavior can assist students in

adapting to online learning environments. The instructor's devotion and

sincerity influences the pupils' commitment. Our findings indicate a

substantial link between an instructor's professionalism, demeanor,

availability, and interaction with students. The second construct reveals

that instructional planning and methodology have a large and favorable

impact on the effectiveness of online learning. To boost the effectiveness

and longevity of online learning systems, teachers should focus on

providing a clear course outline and maintaining relevance.

b. Types of Online Learning Methods

a. E-Learning method, which is an electronic-based learning process.

One of the media used is computer network. E-Learning is also

defined as distance learning using computer technology or usually

called internet. E-Learning is an instruction or learning process that

involves the use of electronic equipment in creating, assisting the

17
development, delivering, assessing and facilitating a teaching and

learning process where the learner is the center and is carried out

interactively anytime and anywhere (Setiawardhani, 2013: 10).

b. Mobile Learning, is a learning media that utilizes cellular phone

technology. The presence of mobile learning is intended as a

complement to learning and provides opportunities for students to

learn material that is not mastered anywhere and anytime. Many

students still use laptops or manaual books to support learning

lessons in campus. Using a laptop as a learning media will make it

difficult for students to carry the device because it is heavy and

seems troublesome. Seeing this potential, the development of

learning media by utilizing cell phones is to create mobile learning

aimed at all cell phones with the Android platform (Aziz & Nana,

2020: 50).

c. Quantum Learning method, which is tips, strategy instructions and

the entire learning process that can sharpen understanding and

memory and make learning a fun and rewarding process. Quantum

Learning is a learning that has the main mission to design a

pleasant learning process that is tailored to the level of student

development. These interactions include elements for learning that

affect student success (Ahmad and Joko, 2013: 27). Based on the

expert opinion above, it can be concluded that the kinds of online

learning methods are e-learning, mobile learning and quantum

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 learning methods depending on the online learning method that

will be used by the teacher.

2. Offline Learning

The world of education is currently experiencing a very important

change in the learning process, where the educational process which is

often centered in a building or school is translated into learning at home.

The learning process at home will at least be fully supported by parents.

Here, parents will carry out their main duties as primary educators as well

as being responsible for the process of educating their children. In the past,

some parents were occupied with various professional jobs, many of which

delegated authority to the school as a whole as the foundation of their

child's education. The changing conditions of the learning process have

opened up opportunities for parents to gather and be directly involved in

their children's learning at home. (Rahmad, 2021:4-5).

Institutions that implement offline learning encourage teachers to

create strategies to facilitate distance learning by using books, modules,

and teaching materials from the surrounding environment and to manage

learning times and collect learning outcomes that are agreed upon with

students, parents and/or conditions. Before going to school, teachers must

prepare learning tools such as: Lesson Plans (RPP), teaching materials and

teaching aids, schedules, and homework and then submit them to students

or parents in accordance with applicable medical regulations and

procedures. Then, make sure that all students have received their schedules

19
 and homework sheets, and the required homework time once a week on

weekends or distributed through available media.

After the learning activities, the teacher ensures that each student

fills out a worksheet that serves as a support for daily learning. Teachers

and parents or guardians of students sign attendance sheets every day,

ensure that homework is given according to schedule and requests are

collected every weekend and schedule homework and homework for the

next week. (Wiyana, 2020:2-4).

Education is shifting away from traditional classroom settings and

towards home-based learning. At the very least, parents will provide full

support for the home learning process. Parents serve as primary educators

and are responsible for their children's education. Previously, some parents

had many professional jobs and relied on the school to provide their child's

education. The changing conditions of the learning process have created

chances for parents to assemble and directly participate in their children's

learning at home (Hakim et al., 2023).

a. Factors influencing Offline Learning

Learning readiness is a person’s overall condition that makes him

ready in responding or in answering to the situation in a certain way.

Adjustment of conditions done at some point will influence or will affect

the tendency to respond. Factors concerning learning readiness are things

that contribute to the learning process and learning outcomes. Therefore,

those factors need to be considered when implementing offline learning in

the future in order to achieve the success of learning. The factors

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 influencing learning readiness are physical, psychological, and material

readiness. Various factors of readiness can come from students, teachers,

and educational institutions where the learning process takes place (Utama,

2017).

Physical readiness is a condition when students have the physical

ability in receiving responses or answers in learning. This type of readiness

consists of having a healthy body, being far from drowsiness, and not

being lethargic. Body with a healthy condition will enable the students to

learn more easily (Jumasrin, 2020). Meanwhile, their physical readiness in

learning shows how mentally prepared students are in carrying out

learning activities, including their desire to learn, ability to concentrate,

satisfaction, desire or motivation to learn, attention, and awareness in

learning.

Psychological readiness provides a fairly important contribution for

students in undergoing learning at school, making it easier for them to

master the subject matter presented easily and effectively. Then, material

readiness is a state when students possess material abilities to support their

learning activities such as the materials being studied or worked on in the

form of reading books, notes, and package books, as well as the equipment

or kits needed when the learning process takes place. Learning activities

supported by various equipment will help the students in undergoing the

learning process (Jumasrin, 2020).

b. Types of Offline Learning Methods

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 a. Active Learning: Engaging students in activities that require them to

actively participate in the learning process, such as discussions,

problem-solving, and hands-on experiments. Freeman, S., Eddy, S. L.,

McDonough, (2014)

b. Collaborative Learning: Group-based learning activities where

students work together to achieve common learning goals, fostering

cooperation, communication, and critical thinking skills. Springer, L.,

Stanne, M. E., & Donovan, S. S. (1999)

c. A student-centered instructional approach where learners

collaboratively solve real-world problems, integrating knowledge from

various disciplines. Hmelo-Silver, C. E. (2004).

2. Learning Outcomes

Slameto and Suhendri (2011: 31), learning outcomes are changes in

behavior that occur continuously changes in behavior that occur

continuously and are not static. Learning outcomes are certain

competencies or abilities, both cognitive, affective and psychomotor, that

are achieved or mastered by students after participating in the teaching and

learning process (Kunandar, 2013: 62).

According to Rusman (2016: 67), says that "learning outcomes are

a number of experiences obtained by students which include cognitive,

affective and pisikomotor domains". Oemar Hamalik (Rusman, 2016: 67),

states that "learning outcomes can be seen from changes in perception and

behavior, including improved behavior. Learning outcomes will illustrate

the extent of knowledge and knowledge that students have gained while

22
 participating in teaching and learning activities in the classroom. Learning

outcomes show the personal quality of students in understanding and

interpreting learning and interpret a lesson (Masyithoh & Lestari, 2022).

Gagne (1992: 43) classifies five categories of learning outcomes

namely (1) intellectual abilities, (2) cognitive strategies, (3) verbal

information, (4) motor skills, and (5) Attitude. Based on the description

above, learning outcomes are continuous changes in behavior, including

cognitive, affective, and psychomotor competencies, achieved or mastered

by students during the teaching and learning process. They include

changes in perception and behavior, improved behavior, and the extent of

knowledge gained. Classifies learning outcomes into five categories:

intellectual abilities, cognitive strategies, verbal information, motor skills,

and attitude.

a. Factors Influencing Learning Outcomes

In general, student learning outcomes are influenced by two factors,

namely:

1) Internal factors, namely factors that exist within students.

As for what is classified as internal factors, namely:

a) Individual physiological or physical factors both congenital and

acquired by seeing, hearing, body structure, body defects.

b) Psychological factors are both congenital and heredity, which

includes:

23
 c) Intellectual factors consist of potential factors, namely

intelligence and talent, and actual factors, namely real skills and

achievements.

d) Non-intellectual factors, namely certain personality components

such as attitudes, interests, habits, motivation, needs, and

achievement.

e) Maturity factors both physical and psychological

2) External factors, namely factors that are outside the student. As for what is

classified as external factors, namely:

According to MKDP Curriculum and Learning, Kurikulum

(Jakarta: Rajawali Pers, (2016:141)

a) Social factors, which consist of family environment factors, school

environment factors, community environment factors, and group

factors.

b) Cultural factors, such as customs, science and technology, arts

c) Physical environmental factors, such as home facilities, learning

facilities, and climate

d) Spiritual factors or religious environment.

According to Muhibbin Syah, there are two factors that affect

learning outcomes including:

a) Internal factors, which are factors that originate from within

individual or student who learns which consists of physiological or

physical and psychological or psychological factors.

b) External factors, are factors that originate from everything things

24
 and conditions outside the individual who learns which consists of

non-social factors and social factors.

According to Munadi, factors that influence learning outcomes

include:

a) Internal factors

a) Physiological factors, such as excellent health

conditions, not in a state of fatigue and tiredness, not in

a state of physical disability and so on.

b) Psychological factors, such as intelligence (IQ),

attention, interest, talent, motive, motivation, cognitive

and reasoning power of students.

b) External factors

a) Environmental factors, such as the physical

environment and the social environment.

b) Instrumental factors, such as curriculum, facilities and

teachers.

According to Aunurrahman (177-195, 2014), suggests that student

learning outcomes determined by internal factors are also influenced by

external factorsThe internal factors that affect student learning outcomes

are:

25
 a) Student characteristics

b) Attitude towards learning

c) Motivation to learn

d) Concentration of learning

e) Processing learning materials

f) Exploring learning outcomes

g) Self-confidence

h) Study habits

Meanwhile, external factors are all factors that exist outside of

students who influence the activities and learning outcomes achieved by

students, namely:

a) Teacher factor

b) Social environment factors (including peers)

c) School curriculum

d) Facilities and infrastructure

Based on some of the opinions above, it can be concluded that

learning outcomes obtained by students are influenced by internal factors

(from within students) and external factors (from outside themselves).

b. Classification of Learning Outcomes

According to (Hamzah B. Uno 2014), in general learning outcomes

are classified into three, namely as follows:

1) Effectiveness

Learning effectiveness is usually measured by the level of

achievement level of the learner

26
 2) Efficiency

Learning efficiency is usually measured by the ratio between the

effectiveness and amount of time spent on learning and the amount of

learning costs involved.

3) Appeal

The attractiveness of learning is usually measured by observing

students' propensity to keep learning. Learning appeal is closely related

to the field of study, where the quality of the learning will usually affect

both. According to Bloom, the classification of learning outcomes is

known as the Taxonomy of educational objectives, namely:

1) Cognitive, which contains behaviors that emphasize intellectual

aspects, such as knowledge, understanding, and skills.

2) Affective, which contains behaviors that emphasize aspects of

feelings and emotions, such as interests, attitudes, appreciation,

and ways of thinking.

3) Psychomotor, which contains behaviors that emphasize aspects

of motor skills such as handwriting, typing, and swimming, and

operating machinery.

Based on some of the above opinions, it can be concluded that the

classification of learning outcomes consists of knowledge, attitudes and

skills.

B. Relevant Research

At the level of elementary school, Abdul Hakim (2023) research on

online learning has some effects on learning outcomes in Indonesian

27
subjects at grade Indonesian Class IV subjects at SD Negeri 1 Bonto-

Bonto, Pangkep Regency. The Researcher employed 16 students as the

sample. The researchers used Pre-Experimental Design (Non-design) to

examine whether online learning has any effect on learning outcomes in

Indonesian subjects.

Moreover, the purpose of this article was to determine the effect of

the offline learning model assisted by the Dilan practicum module on hot

material on the learning outcomes of fifth grade students of SD Inpres 1

Ujuna. This type of research was quantitative research with the type of

experimental research using the Quasi experimental method with the

Nonequivalent Control Group Design design. The subjects in this study

were fifth grade students of SD Inpres 1 Ujuna.

At the level University, Dona Fitriawan (2022) conducted a

research about online media on learning achievement. This type of

research used descriptive quantitative methods and the subjects of this

research are 4th semester students at STKIP Kumala Lampung Metro

which was conducted online. This type of research is descriptive

quantitative the subjects in this study were all 4th semester students of

economic education, totaling 10 students as the control group and 10

students as the experimental group.

In other research, conducting M A Kuron (2020), about

development of integrated offline leaning multimedia aimed to improve

student learning outcomes and facilitate the learning process effect of use

science materials teaching used multimedia software to improve student

28
 achievement. The subject of this research was VIIIB class with 22

numbers at Ranoyapo 2 State Junior High School. The research use

Research and Development (R&D) method with design by subject of

experiment and seven models of development by Brog and Gall. This

model consist of 7 step that are 1) Planning 2) Exploration study 3)

Product development 4) Validation, 5) Data collection and analysis, 6)

Product revision and 7) Dissemination.

Furthermore, Offline vs online problem-based learning: a case

study of student engagement and learning outcomes Hans Kristianto

(2022), the purpose of this study was to compare the student engagement

and the learning outcomes in offline and online PBL in the aforementioned

course. The COVID-19 pandemic has caused disruption in various sectors,

including education. Since it was first announced in mid-March 2020 in

Indonesia, teaching and learning activities have been carried out online. In

this study, a comparison of the offline (Spring 2019, prior to the pandemic)

and online (Spring 2021, during the pandemic) problem-based learning

(PBL) method in the sustainable chemical industry course is investigated.

In this research researchers used a quantitative analysis was conducted by

measuring the students’ engagement, course-learning outcomes (CLOs)

and student learning outcomes (SLOs).

C. Operational Concept

The operational Concept is the concept used to explain the theoretical

framework and avoid misunderstanding in this research. The operational

29
 concept of Online Learning, Offline Learning, Learning Outcomes in this

research can be describes in this chart.

Online
Learning Offline
Learning
E-Learning
Method Active
Setiawardhani Learning Outcomes Learning
(2013:10) (Bloom) Freeman, S.
S. (1999)
Mobile 1. Cognitive
Learning 2. Affective Collaborative
Aziz & Nana 3. Psychomot Learning
(2020:50) Springer, L,.
or
(1999)
Quantum
Learning Student-
Ahmad & Joko Centered
(2013:27) Hmelo-Silver,
C. E. (2004

D. Assumption and Hypothesis

1. Assumption

In this research, researchers assumed that online and offline learning

has an effect on student learning outcomes.

30
 2. Hypothesis

Ho : there is a significant influence between online learning and

learning outcomes.

Ha : there is a significant influence between offline learning on

learning outcomes.

Hb : there is a significant effect between online and offline learning on

student learning outcomes.

CHAPTER III

RESEARCH METHODS

A. Research Design

In this research, the researcher will use Ex-Post Facto. According to

Sugiyono (2011: 7), ex post facto research is a research conducted to examine

events that have occurred and then trace back through the data to find factors that

precede or determine possible causes of the events under study. According to the

level of explanation of the position of the variables, this research is causal

associative, namely looking for causal relationships (influence), namely the effect

of the independent variable (X) on the dependent variable (Y). This research seeks

to find the effect of online and offline learning on student learning outcomes.

Ex post facto according to Soebardy, et al (2020: 79), is a research method

used to examine an event that has occurred and the event itself occurs not under

the control of the researcher. So the event has actually happened and the research

31
 tries to reveal the relationship between certain variables in the event. Where the

researcher does not control the variables associated with the event.

Based on the type of data, this research includes quantitative research.

Quantitative research methods are used to research on certain populations or

samples, data collection using research instruments, data analysis is quantitative /

statistical, with the aim of testing predetermined hypotheses (Sugiyono, 2008: 8).

B. Time and Location of the Research

This research will be conducted from April until Juny 2024. The place of

the research is in English Education Department UIN Suska Riau which is located

at Panam, Jl. HR. Soebrantas No.Km. 15, Simpang Baru, Kota Pekanbaru, Riau.

C. Subject and Object of the Research

a. Subject of the Research

The subject of this research will be in English Education Department

academic year 2020/2021.

b. Object of the Research

The object of this research will be the effect of online and offline learning on

students learning outcomes.

D. Population and Sample of the Research

a. Population

Population according to Sugiyono (2008: 80), is a generalization area

consisting of objects / subjects that have certain qualities and characteristics set

32
 by researchers to study and then draw conclusions. The population in this

research are all students of English Language Education Class of 2020.

Population of the Research

No. Classes Total of Students

1 Class A 25

2 Class B 24

3 Class C 26

4 Class D 24

5 Class E 24

Total of Populations 123

b. Sample

The sample is part of the number and characteristics possessed by the

population (Sugiyono, 2008: 81). Suharsimi Arikunto (2002: 112) suggests that

in determining the size of the sample, if the subject is less than 100 then it is

better to take all, but if the number of subjects is large, it can be taken between

10%-15% or 20%-25% or more. According to Sugiyono (2016), purposive

sampling technique is because it is suitable for use for quantitative research or

studies that do not generalize. In this research the researcher will take the

sample by using purposive sampling because these two classes are considered

working cooperative in doing the research there are two classes one class in

online learning and one class in offline learning.

According to Cohen et al. (2007), the larger the sample, the better size of

the existing population, but there is a limited amount the minimum that

researcher must take is as many as 30 samples.

33
 Sample of the research

No. Classes Total of Students

1 Class D 23

2 Class B 24

Total of Sample 47

E. Technique of Collecting Data

1. Questionnaire

According to Sugiyono (2017: 142), a questionnaire is a data

collection method that is done by giving a set of questions or written

statements to respondents to answer. The questionnaire is another term

for a questionnaire, a form of data collection instrument that is flexible

and relatively very easy to use according to (Azwar, 2009: 101).

In this research, the instrument is taken from questionnaire

distributed to English Education Department 2020/2021 academic year

UIN Suska Riau. In order to investigate the effect of online and offline

learning on students learning outcomes.

The questionnaire will be designed in both English and

Indonesian language. The questionnaire adopted ftrom Tondy (2013),

Ziaul (2017), Husna Reva (2021), Uswatun Khasanah (2012), Siti

34
 Sholikah (2019), Rosane Medriati (2020), include the indicator of

online and offline learning.

The Blueprint of The Questionnaire

No Aspects of Online Learning Statements No.
Item
Indicators of E-Learning Method Tondy (2013)
1 The effect of using E-Learning Ease of understanding the 1
method material
Help the learning process 2
2 Benefits Facilitates Learning 3

3 Implementation of internet- Learning can be done outside 4

based learning of Campus
Indicators of Mobile Learning Imam Ziaul (2017)
4 Software Engineering Ease of content search 5
(material, forum)
5 Curriculum Selection of learning 6
objectives and indicators
makes it easier for students
to understand the material
6 Applicability Media can be used anytime 7
and anywhere by students
Indicators Quantum Learning Husna Reva (2021)
8 Motivational power Have a positive attitude 8
towards learning.
9 The right learning environment Organize the learning 9
environment safely.
10 Fast learning style Use learning media that is 10
appropriate to the material.

35
No Aspects of Offline Learning

Indicators Active Learning Uswatun Khasanah (2012)

11 Student engagement Actively participate in the 11
presentation of the material
12 Responsible On time in submitting 12
assignments
13 Independently Study and do practical tasks 13
independently
14 Group work Each student performs 14
practical tasks and works
together in groups
Indicators Collaborative Learning Siti Sholikah (2019)
14 Students can have interpersonal Participants complete the 15
communication skills during task together in their group.
group discussions.
15 Students are able to convey the Each group is responsible for 16
results of group discussions. the results of the discussion
in front of the class.
The group that gets a 17
rebuttal or question must
answer the question or
respond well as a group.
Indicators Students-Centered Rosane Medriati (2020)
16 Thinking fluently Ask a lot of questions 18
17 Evaluative thinking Have a (rational) reason that 19
can be accounted for to reach
a decision.
18 Elaborative thinking Tends to give broad and 20
satisfied answers

2. Document
The documentation method is a data collection technique using

existing written sources. The documentation method is carried out by

recording documents owned by teachers related to student learning

creativity. Suharsimi Arikunto suggests that documentation comes from

the word document which means written items such as books,

magazines, value documents, regulations, meeting minutes, diaries and

36
 so on. (2014, 201). In this research, the researcher will be collected

student study result cards (KHS) from the academic section.

3. Validity of Instrument
The validity of an instrument refers to the extent to which it

accurately measures what it is intended to measure. Validity is what

shows the levels of validity or validity of an instrument. In connection

with the validity of measuring instruments, Suharsimi Arikunto (2010:

212).

In this research, the researcher will be used Corrected Item to

Total Correlation. According to (Lupiyoadi, R and Hamdani, 2006),

Corrected item-Total correlation is the correlation between the item in

question and the total item. In general, if the corrected item-Total

correlation value is greater than 0.2, the question can be said to be valid.

4. Reliability of Instrument

The reliability of an instrument refers to its consistency and

stability in measurement over time, across different conditions, and

among different observers. In other words, reliability assesses the

degree to which the instrument produces consistent and dependable

results. An instrument is said to have high reliability or trustworthiness,

if the measuring instrument is steady, reliable and predictable, the use

of this measuring instrument many times will give the same results.

According to Triton P.B (2006: 248), the main purpose of

reliability testing is to determine the consistency or regularity of

37
 measurement results when the instrument is used again as a measuring

instrument for an object or respondent. The reliability measurement of

the questionnaire was done by using the Alpha-Cronbach formula. It

based on the consideration that the Alpha-Cronbach formula could be

used to analyse the reliability dichotomously scored items. The tool

used to analyse is SPSS 25.0 version.

F. Technique of Data Analysis

Data analysis encompasses a wide range of techniques and methods

used to inspect, clean, transform, and model data to uncover insights,

make predictions, and support decision-making. The data will be analyzed

by using descriptive statistics and inferential by using SPSS.

1. Descriptive Statistics
According to Sugiyono, descriptive statistics are statistics used

to analyze data by describing that has been collected as it is without

intending to make general conclusions or generalizations.

2. Test Requirements Analysis

Test requirements analysis are needs to find out whether the

data analysis for hypothesis testing can be continued or not. In this

research, test requirements analysis carried out by data normality test,

data linearity test and significant test of the correlation coefficient.

3. Inferential Statistical Analysis

Inferential statistics are used to make predictions or inferences

about a population based on a sample of data. Techniques include

hypothesis testing, confidence intervals, and regression analysis

38
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