Abstract
This research aimed at (1) investigating if asynchronous online discussion in Blended Learning (BL) affect positively on students’ concept comprehension and attitude, as well as (2) describing why asynchronous online discussion in BL is better at improving students’ concept comprehension and attitude. This research combined quantitative and qualitative research utilizing explanatory sequential design. The quantitative design with Randomized Posttest-Only Comparison Group Design with a sample of 68 junior high school students in Bali, the qualitative design used descriptive approach on five population subjects which was done purposively. The quantitative data in the form of students’ concept comprehension and attitude was collected by using essay test and questionnaire. The qualitative data was in the form of: (a) students’ responses towards the implementation of online discussion, (b) online and group discussion activities, (c) students’ works, collected by using (a) interview, (b) observation sheet, (c) documentation. The quantitative data was analysed by using Manova test with 5% significance level. The qualitative data was analysed in the steps of: (a) data reduction, (b) data presentation, and (c) data verification. The result of the experiment showed that the concept comprehension and attitude of the students who attended asynchronous online discussion in BL was significantly better than the students who attended synchronous online discussion in BL. This was because the students who attended asynchronous online discussion were more enthusiast, more trained in communicating their understanding, more motivated in discussion and in learning process.
Published Version
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