Effectiveness Of Blended Learning Research Articles

The Effects of Blended Learning Using Virtual Reality Simulation in Pediatrics-adolescent Nursing Clinical Practice

This study was to compare the effects of blended learning that integrates child-adolescent nursing clinical practice and virtual reality simulation. The aim of this study was to evaluate the effectiveness of blended learning in parallel clinical practice of child-adolescent nursing and virtual reality simulation of child-adolescent nursing by comparison of critical thinking, problem-solving processes, and clinical performance in both education groups before and after the educational intervention. The participants were 48 nursing college students. The experimental group (n=22) exposed a blended learning using virtual reality simulation, combining child-adolescent nursing clinical practice education, while the control group (n=26) received only child-adolescent nursing clinical practice curriculum course. The data collection period was from March 8 to November 26, 2021. The general characteristics of subject’s were analyzed by number, percentage, mean and standard deviation. And clinical practice fused with virtual reality simulation, that is, homogeneity verification of the blended learning education group was analyzed by x2 test and independent t-test. Whether there is a differences between pretest and posttest critical thinking tendency, problem-solving process, and clinical performance ability of the blended learning and the clinical practice education group was analyzed by independent t-test. The pretest & posttest results of each group showed statistically significant improvements in critical thinking, problem-solving processes, and clinical performance. In a comparison of the results of the two groups, the only statistically significant difference was found for critical thinking. Furthermore blended learning, combining a v-sim and a clinical nursing practice, into the nursing curriculum may contribute to the further development of nursing education.

Effectiveness of Blended Learning Competency Test among Nursing Profession Education

Introduction: The COVID-19 pandemic has limited social activities in public spaces because transmission originates from physical contact. The impact of activity limitations affects the nursing profession’s practice learning system. The blended learning model is used to achieve the learning process. This study aimed to identify the effect of blended learning on knowledge of competency tests for nursing students at the mental health nursing station. Methods: The study used a quantitative study approach with a quasi-experiment design. The number of respondents based on the calculation of the total sampling amounted to 77 people. It used research data collection with the pre and post-test procedures, which arranged the questions based on the style of competency tests. The data analysis used a parametric Paired T-test. Results: The results showed an effect of blended learning on knowledge of competency test questions for nursing students at the mental health nursing station with a p-value < 0.05. There is an increase in the average knowledge of nursing students before and after the blended learning process. Conclusion: This study provides recommendations for approaches related to methods and evaluation in blended learning in each subject taught at the professional stage.

The Effectiveness of Discovery Blended Learning through The Ruangkelas Feature on The Ruangguru Application to Improve Student Learning Outcomes on Animal Tissues Material

This study use a discovery learning model combined with blended learning through the Ruangkelas feature on the Ruangguru application with question and answer methods, discussions, group work, and experiments. The purpose of this study was to analyze the effectiveness of discovery learning blended learning through the Ruangkelas feature on the Ruangguru application to improve student learning outcomes on animal tissue material. Research preparation was carried out at the Department of Biology FMIPA UNNES while the implementation of the research was carried out at SMA Negeri 1 Petarukan. The sample used in this study was 72 students of class XI MIPA, using probability sampling technique. This research is a quasi-experimental research using pre-experimental design type one group pretest-posttest design. Data collection used interviews, questionnaires, tests, observation, and documentation. The data analysis technique consists of data analysis (1) learning outcomes in the cognitive domain which are determined based on classical completeness and N-gain; (2) affective domain learning outcomes are determined based on attitude criteria; and (3) learning outcomes in the psychomotor domain are determined based on skills. Learning outcomes in the cognitive domain are determined based on tests (pretest and posttest), LDS, and LKS. Affective domain learning outcomes are determined based on self-assessment and peer assessment, while psychomotor learning outcomes are determined based on performance. The results of this study are (1) student learning outcomes in the cognitive domain of class XI MIPA show classical completeness of 83.33% and an N-Gain value of 0.5 in the moderate category; (2) student learning outcomes in the affective domain show 54.17% in very good attitude criteria and 45.83% good attitude criteria; (3) student learning outcomes in the psychomotor domain show 55.56% in very good attitude criteria and 44.44% good attitude criteria. From the results of this study, it is concluded that discovery blended learning through the Ruangkelas feature is effective in improving student learning outcomes.

The Effects of Blended Learning on Chinese Undergraduate EFL Students' Reading Achievement And Engagement

The present study aimed to examine the effects of blended learning on Chinese undergraduate EFL students’ reading achievement and engagement. To achieve the objectives, a quasi-experimental research was carried out. It involved 82 junior EFL participants who were divided into a control group and an experimental group in a Chinese university. Only the experimental group was taught with blended learning in EFL reading activities, whereas the control group retained the conventional F2F EFL reading instruction. Both groups received the Reading Comprehension Test (RCT) and the Higher Education Student Engagement Scale (HESES) test during pre- and post-tests. After a twelve-week treatment in the experimental group, independent sample t-test and ANCOVA analyses were utilized to compare the pre- and post-test results of both groups. According to the findings of the study, blended learning showed a significant positive effect on Chinese undergraduate EFL students’ reading achievement and the overall student engagement in which students’ academic engagement, cognitive engagement, social engagement with teachers, and social engagement with peers presented more effective results in blended learning than that in conventional learning, although students’ affective engagement indicated no statistically meaningful difference. Therefore, blended learning as a popular learning normality in the digital era can be adopted in EFL reading class for optimizing EFL reading comprehension and activating student engagement in a sustainable manner.

Trends in E-learning Implementation in Tertiary Education: A Review of Blended Learning in China and Other Countries

Blended learning is a combination of online learning and face-to-face learning. It is an important trend in the development of tertiary education in China and foreign countries. In recent years, the discussion of blended learning gradually moves from theory to practice, and more and more college teachers begin to pay attention to blended teaching design and put it into practice. This study attempts to give an overview on the topic of blended learning in tertiary education, with a comparison of Chinese and global perspectives. By using “blended learning” and “higher education” as the theme word, and through the advanced search function in CNKI (Core of Peking University /CSSCI) and Scopus database, this paper retrieved 356 and 2293 relevant journals respectively from 2004 to 2023. Utilizing a comparative approach, this study compared the retrieved data from CNKI and Scopus, sorted out the research context in China and foreign countries, analyzed the current research hot-spots, research topics and research trends of blended teaching in tertiary education using a comparative approach, and provided references for the future research in this field. The result showed that the research hot-spots includes the effectiveness of blended learning, blended learning models, blended learning strategies, and influencing factors of blended learning adoption. Furthermore, the study demonstrated a shift in research focus, from initial discussions to investigations into its pedagogical implications.

Students Career Awareness: the Effect of Classical Guidance by using Blended Learning Model

This research is motivated by the existence of students who have career awareness problems that are not good, good enough, and good; because of the lack of knowledge about the potential of students, career awareness will be obtained through the learning process at school and in the surrounding environment, when researchers make observations in class, researchers find symptoms such as some students still cannot think about what the student did after graduating from school, some students do not know any jobs that are suitable for them, students who do not understand information about careers or further studies, and some students determine their careers from the invitation of their friends. This study aims to analyze the effect of the Classical Guidance Model Blended learning on students' Career awareness. The type of research used in this study is quantitative with experimental methods. The kind of design used in this study is a preexperimental design with the research design used, namely one group pre-test-posttestThis research is motivated by the existence of students who have career awareness problems that are not good, good enough, and good; because of the lack of knowledge about the potential of students, career awareness will be obtained through the learning process at school and in the surrounding environment, when researchers make observations in class, researchers find symptoms such as some students still cannot think about what the student did after graduating from school, some students do not know any jobs that are suitable for them, students who do not understand information about careers or further studies, and some students determine their careers from the invitation of their friends. This study aims to analyze the effect of the Classical Guidance Model Blended learning on students' Career awareness. The type of research used in this study is quantitative with experimental methods. The kind of design used in this study is a preexperimental design with the research design used, namely one group pre-test-posttest design; the sample used in this study was as many as 20 students from class XI Social Studies 1 SMA Negeri 2 Sungai Tarab who had career awareness on the criteria are not good, the requirements are good enough, and the requirements are reasonable. The results stated that classical guidance using the Blended learning model affected increasing students' low career awareness. The data processing results showed that the standard deviation value obtained before following classical guidance with the Blended learning model was 1,652. After following classical guidance with the Blended learning model, it increased to 2,135. Based on the results of the "Test Statistic" output above, the value of Asymp. Sig is known. i.e. 0.000. Because the value of 0.000 < 0.05, Ha was accepted and Ho was rejected, meaning that there was an increase in students' career awareness after getting treatment; in other words, classical guidance with a blended learning model affected students' career awareness in class XI at Sungai Tarab State High Schooldesign; the sample used in this study was as many as 20 students from class XI Social Studies 1 SMA Negeri 2 Sungai Tarab who had career awareness on the criteria are not good, the requirements are good enough, and the requirements are reasonable. The results stated that classical guidance using the Blended learning model affected increasing students' low career awareness. The data processing results showed that the standard deviation value obtained before following classical guidance with the Blended learning model was 1,652. After following classical guidance with the Blended learning model, it increased to 2,135. Based on the results of the "Test Statistic" output above, the value of Asymp. Sig is known. i.e. 0.000. Because the value of 0.000 < 0.05, Ha was accepted and Ho was rejected, meaning that there was an increase in students' career awareness after getting treatment; in other words, classical guidance with a blended learning model affected students' career awareness in class XI at Sungai Tarab State High School

Integrating mobile-assisted learning for a dynamic blended approach in higher education

<span>This research investigates the effectiveness of blended learning with mobile-assisted language learning (MALL) in english courses at Borneo University Tarakan. An experimental design was used with 80 english as a foreign language (EFL) student randomly assigned to an experimental group (EG) receiving blended learning with MALL and a control group (CG) receiving traditional instruction. The results demonstrate that blended learning with MALL significantly improves language learning outcomes and increases motivation, engagement, and satisfaction. This study contributes to the literature by highlighting language learning outcomes from a blended approach using MALL and emphasizes the importance of innovative teaching methods and technology integration. The findings have practical implications for educators, suggesting that incorporating MALL in blended learning enhances language learning outcomes and student engagement. Further research can explore the impact of MALL on different language skills and strategies to enhance intrinsic motivation in MALL-blended learning. <br /> This research provides valuable insights for improving language instruction through blended learning approaches.</span>

Potential Effect of Blended Problem-Based Learning to Support Students’ Mathematics Activity

Kurangnya aktivitas pembelajaran eksploratif yang melibatkan mahasiswa secara aktif masih menjadi masalah dalam pembelajaran matematika. Blended problem-based learning (BPBL), sebagai perluasan dari model problem-based learning (PBL), ditawarkan sebagai solusi alternatif untuk mengoptimalkan keterlibatan dan pengalaman belajar mahasiswa. Penelitian ini bertujuan untuk mengkaji aspek efektivitas produk perangkat BPBL berbasis LMS Moodle dalam menunjang aktivitas pembelajaran matematika. Menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan 28 mahasiswa PGMI IAIN Bone, dengan fokus pada kriteria efektivitas produk terkait aktivitas belajar. Data efektivitas diperoleh melalui observasi, kuesioner, dan wawancara. Analisis data dilakukan secara kuantitatif deskriptif dan kualitatif dengan tahapan reduksi data, penyajian, dan penarikan kesimpulan. Hasil analisis menunjukkan bahwa BPBL berkontribusi positif terhadap keaktifan mahasiswa, baik dalam pembelajaran tatap muka maupun pada pembelajaran online. Keaktifan mahasiswa pada aktivitas fisik seperti aktivitas lisan, menulis, visual, dan motorik memenuhi kriteria tinggi. Hasil penelitian juga mengindikasikan adanya efek potensial produk yang positif pada aktivitas emosional dan mental. BPBL cukup efektif dalam menstimulasi ketertarikan, motivasi dan kemandirian belajar serta mampu memfasilitasi interaksi dan kolaborasi dalam pembelajaran. The lack of explorative learning activities that actively involve students remains problematic in mathematics education. BPBL, as an extension of PBL model, is proposed as an alternative solution to optimize student engagement and learning experience. This study aims to investigate the effectiveness of BPBL using the Moodle LMS in mathematics learning. This is a descriptive qualitative study involving 28 PGMI IAIN Bone students. Effectiveness criteria focus on potential effects related to student activities, with data gathered from observations, questionnaires, and interviews. Data were analyzed quantitatively and qualitatively, including data reduction, presentation, and conclusion drawing. The major finding indicates that BPBL positively contributed on students’ activeness in both face-to-face and online learning. The students’ physical activeness in oral, writing, visual and motor activities were in high category. The finding also reveals other potential effects of product such as in emotional and mental activities. BPBL was considerably effective to stimulate students’ motivation, self-paced learning as well as facilitate interaction and learning collaboration.

Students’ Satisfaction of Blended Problem-Based Learning: An Academic Experience at Kwame Nkrumah University of Science and Technology

Implementation of problem-based learning has been a challenge in most African institutions of higher learning including Kwame Nkrumah University of Science and Technology (KNUST) due to deficiencies in the secondary education system. This article seeks to investigate the effect of blended problem-based learning (BPBL) practices on students’ satisfaction at KNUST during the Enhancing Entrepreneurship, Innovation and Sustainability in Higher Education in Africa (EEISHEA) 2019–2022 project. In line with this objective, a survey instrument was prepared and validated and a multistage sampling technique with an effective sample size of 1,304 students (621 female and 883 males), 71 lecturers, and 16 technicians across the six colleges of KNUST were obtained. The generalized linear models, simple and multiple logistic regression, were estimated from the data to compare effect of teacher-centered and BPBL paradigms on students’ satisfaction. To prevent overfitting, a cross-validation was performed on the fitted models. Receiver operating curve and area under curve were employed to ascertain the predictive power of the models. Results indicate about 67.35% of students posited that lecturers have incorporated some problem-based learning (PBL) elements into their course delivery. About 72.13% of respondents submitted that the integration of the PBL ignited their self-directed and collaborative learning and improved learner’s problem-solving skills. Furthermore, the fitted models suggest that BPBL, gender, level of program, and college influence students’ satisfaction. The odds of satisfaction of an individual in the BPBL group is 7.4 times higher than respondents in the traditional group with a confidence interval for the odds ratio (OR), (OR 7.4, 95% CI: 4.31–13.16).

Sustainability of educational technologies: An approach to ratio and feedback

Blended learning is a driving force behind new pedagogical approaches. While many studies have shown the positive effects of blended learning on the students’ learning outcomes, the extent and breadth of its sustainability remains an interesting question, given the rapid evolution and diversification of technology post COVID-19 pandemic. In this study, we examined the ratio of technological interventions in blended learning studies, and their corresponding students’ feedback by categorizing 37 compliant articles. With a defined set of inclusion and exclusion criteria, and a clear search strategy, we employed systematic reviews to comprehensively and systematically identify, evaluate, and synthesize relevant evidence to probe on a specific research question. The results advocate the notion of ratio, regardless of its specific percentages, predominantly proffering positive feedback, indicating that the integration of technology is essential for supporting sustainable strategies in teaching and learning approaches. Overall, these findings provide a comprehensive body of high-quality evidence that blended learning has the potential to meritoriously support sustainable education model. It has significant practical significance in addition to its implications for empirical research. Additionally, it produces structured guidelines as a result of its thorough analysis, which may help to accelerate the adoption of blended learning.

Online education isn’t the best choice: evidence-based medical education in the post-epidemic era—a cross-sectional study

BackgroundThe COVID-19 pandemic led many educational institutions to shift to online courses, making blended education a significant trend in teaching. We examined the effectiveness of blended learning in an evidence-based medicine course.MethodsWe compared the examination scores of a blended learning group, an online only group, and a traditional offline group and conducted a questionnaire survey on students’ preferences for different learning modes and the reasons for their preferences. A total of 2100 undergraduate students in clinical medicine were included in this cross-sectional study. Examination results were collected, and questionnaires were administered to the study participants. We compared the mean scores and exam pass rates of the three teaching groups using ANOVA and c2test for multiple comparisons.ResultsThe blended group’s exam scores and pass rate were significantly higher than those of the offline and online groups. Furthermore, 71.6% preferred the blended teaching mode. In the survey on " learning effectiveness”, the majority of the students believed that blended education could better enhance the initiative of learning, the interest of the course, the pertinence of the learning content, the comprehension of evidence-based medical thinking, and the basic skills of evidence-based practice. Subsequently, in a questionnaire administered to a blended group of students, their foremost reason for liking online instruction was ‘flexible in time and space’ (99%), followed by ‘can be viewed repeatedly, facilitating a better understanding of knowledge points’ (98%). Their foremost reason for liking offline teaching was ‘helps to create a good learning atmosphere’ (97%), followed by ‘teachers can control students’ learning status in real time’ (89%).ConclusionsThis study explored the effectiveness of learning in evidence-based medicine courses by comparing the learning outcomes and personal perceptions of three different teaching modes. This is the first cross-sectional study in which three different teaching models are compared and discussed in an evidence-based medicine course. We also elaborate on the specific instructional protocols for each model. This study shows that using a blended education approach in evidence-based medicine courses can improve students’ learning motivation, autonomy, and satisfaction. It also enhances instructional efficiency, thereby improving students’ understanding of the course content.

The Effect of Project-Based Blended Learning and Students’ Creativity on Eleventh-Grade Students’ Learning Achievement

The Effect of Project-Based Blended Learning and Students’ Creativity on Eleventh-Grade Students’ Learning Achievement

Pengaruh Penerapan Blended Learning Terhadap Peningkatan Minat Belajar Peserta Didik Pada Mata Pelajaran IPS

Indonesia has experienced two years of the Covid-19 pandemic, which has significantly impacted the educational system. As the country now transitions into an endemic phase, there is a shift from predominantly distance learning to a limited face-to-face format. This transition presents challenges for social studies teachers in delivering their curriculum, leading to the need for the implementation of blended learning. This study aims to assess the effectiveness of blended learning in increasing the interest of class VIII students at SMPN 3 Bandung in social studies. The research design utilizes a quasi-experimental method with a nonequivalent pretest-posttest control group design. The research sample comprises 64 students from two classes: class VIII-3 as the experimental group and class VIII-1 as the control group. Data collection involved online questionnaires on learning interests via Google Forms and documentation. Subsequently, the collected data was analyzed using hypothesis testing in the SPSS version 20 application. The results of this study indicate that the use of blended learning in social studies had a significant impact on students' learning interests, with a significance value of 0.00, which is less than 0.05. Similarly, the control group, which employed conventional learning, also demonstrated a significant improvement in students' learning interest, with a significance value of 0.00. However, when comparing the learning interest between the experimental and control groups, there was no significant difference, as indicated by a significance value of 0.557, which is greater than 0.05.

Meta Analisis: Efektifitas Pembelajaran Blended Learning terhadap Intelegensi Pasca Pandemi COVID-19

The aim of the study is to reveal the effectiveness of blended learning on students' intelligence and behavior during the situation of Covid-19 pandemic. The data source for this type of meta-analyst research analysis comes from 25 articles published in indexed journals. Sampling using purposive sampling technique. The collection of these journals is related to the discussion of blended learning and intelligence after the learning process takes place. Data analysis uses quantitative data by considering the effect size. The results revealed that the application of blended learning contributed to increasing students' intelligence. This is supported by the curiosity of students in utilizing information technology in the learning process.

Effectiveness of blended learning in higher education. Case of Astana IT University.

Globalization and informatization of society are important indicators of the 21st century which influenced people’s lives in all spheres and educational spheres included. The educational system and methods have al-ways been subject to constant change throughout the history of teaching. The most crucial changesstarted to emerge in the past 20 years since the advancement of technologies which made the process of teaching easier, enriched the tools for instructors and gave the opportunity for students to study independently. The traditional format of teaching is now slowly shifting to a more flexible half online mode which is called Blended learn-ing. The study undertaken in framework of this article is aimed at evaluating the student’s English language performance at Astana IT University. The research included 285participants: first-year undergraduate stu-dents between16-18 years old. Study used a paired t-test to identify if there is a statistical difference between before and after incorporating blended learning into the educational process. Analysis revealed that the p-value (0.001) is less than the alpha level (0.05), thus it was concluded that the scores are higher after imple-menting Blended learning in the course; furthermore, it is suggested that this format benefits not only the stu-dents but instructors as well

Effectiveness of blended learning on students’ learning performance: a meta-analysis

Blended learning (BL) has become a significant way to promote education reform and development. However, the effectiveness of BL on students’ learning is questioned, and some pedagogy and course design issues also need to be clarified. This meta-analysis investigated the effects of BL while also examining whether eleven moderators would affect BL’s effects. A total of 133 empirical studies consisting of 18,464 participants were identified. The results showed that BL had an upper-medium effect on students’ learning performance (Hedges’ g = 0.651, p < 0.001). Further, moderator analyses showed that the teaching method, proportion of online learning, type of online interaction, region, and publication year had moderating effects. These new findings can improve BL. Finally, the impacts of BL and moderators were discussed, and the implications, limitations, and future directions were provided.

Blended Inquiry Learning with Ethno-STEM Approach for First-Semester Students' Chemical Literacy

Chemical literacy, one of the most important aspects of chemistry teaching and learning, has been paid more attention. However, chemistry learning has not focused much on providing students with learning experiences that could improve chemical literacy. Ethno-STEM approach-integrated inquiry-based learning has been reported as an effective learning model in the chemistry learning. This study aims to analyze the effectiveness of blended inquiry learning with an ethno-STEM approach in improving students’ chemical literacy. This study used a quantitative descriptive approach with a one-shot case study design. Ninety-four first-semester students participating in the General Chemistry course (3 credits) in the teacher education program were involved in the study. During the study, blended inquiry learning with an ethno-STEM approach was applied to the participating students for one semester. Questionnaires, descriptive questions, and interviews were used to collect the research data. A descriptive statistic was used to analyze the data. This study showed that the blended inquiry learning with the ethno-STEM approach was effective to improve the students’ nominal and functional chemical literacy but ineffective to increase conceptual and multidimensional literacy. The students’ prior knowledge in chemistry played an important role in the growth of chemical literacy. A continuing BIL-ethno-STEM in chemistry teaching and learning would allow a significant improvement in the conceptual and multidimensional literacy.

Evolution and Impact of Blended Learning in Higher Education: A Brief Systematic Review From 2010 to 2022

As education has moved towards the digital reality, one of the greatest challenges has been to provide students with an engaging learning environment. This era of technological advancement has yielded various teaching and learning tools and strategies. Among these, blended learning has emerged as a practical solution, seamlessly merging traditional in-person instruction with digital resources. This extensive review, encompassing 161 articles from reputable databases such as Scopus, Web of Science, and ERIC, spanning 2010 to 2022, is guided by the PRISMA model for article selection. The primary goal was to assess the effectiveness of blended learning strategies across multidisciplinary courses in higher education. Following meticulous examination, which involved eliminating duplicate records, excluding articles that were not relevant (totaling 37 exclusions), and filtering out non-English articles (9 in total), a refined set of 39 relevant articles remained for thorough analysis. Exploring these 39 preceding studies consistently validates the effectiveness of blended learning as the favored pedagogical approach in higher education. It not only engages students but also cultivates critical thinking skills, thereby fostering a conducive learning environment. This learning strategy creates a conducive learning environment for the students by engaging them and improving their critical thinking skills. A literature review found that since 2011, the same models have been repeated and practiced in various settings.

Investigating Students’ Perceptions to Blended Learning: A Mixed-Method Study in A Rural Area of Indonesia

Blended learning environments have become increasingly popular in higher education institutions worldwide, including in Indonesia. However, little is known about the perceptions of university students towards blended learning in rural areas of Indonesia. This study aims to explore the perceptions of university students towards blended learning environments in a rural area of Indonesia. A mixed-methods approach was used to collect data from 23 university students through surveys and interviews in three categories: learning materials, assessments, and interactive activities. Results showed that the majority of students had a positive perception of blended learning, with the convenience of learning at their own pace being the most cited benefit. The most preferred multimedia learning material is the combination of verbal materials with visual materials (69.6%). In response to assessment type, the most preferred assessment for the students in blended learning is Asynchronous tests (65.2%). In response to the most preferred interaction and collaboration activities, a regular and external digital tool like WhatsApp (73.9%). Future research should explore the effectiveness of blended learning in improving learning outcomes in rural areas of Indonesia.

Relevance between Blended Learning and Students' Independent Learning Curriculum : An Overview of Digital Age Education, Student and Teacher Engagement, Technological Resources.

This study aims to explore the relevance between blended learning and students' independent learning curriculum in the digital age. This study used a descriptive method with a qualitative approach to gather and analyze data from diverse participants. Multiple data collection techniques were utilized to ensure a comprehensive and in-depth exploration of the research topic. The sample included teachers from different educational levels, students with varying academic backgrounds, and educational administrators with experience in curriculum development and implementation. Procedures Data analysis involved several iterative steps. Based on the research results, it was found that a strong connection between blended learning and promoting independent learning skills among students. Challenges were identified in effectively incorporating an independent learning curriculum within the blended learning environment. The study highlighted the importance of teacher support, collaborative opportunities, and access to Technology and resources in enhancing the effectiveness of blended learning and independent learning practices. These findings contribute to the ongoing discourse on digital-age education and provide insights for educators and policymakers in designing practical instructional approaches that empower students' independent learning skills in the digital era.