Analysis of Students’ Satisfaction Levels in Hybrid Learning

DOI

10.2991/978-2-494069-47-3_43How to use a DOI?

Keywords

Hybrid; Learning; Students; Satisfaction

Abstract

The realm of education cannot be separated from the impact of the COVID-19 pandemic that still exists today. Technological advances and the current pandemic conditions force us to adapt quickly to changing work and study environments. The form of learning involving internet is transformative. Although the practice of blended learning in higher education and related studies has increased in recent years, the investigation into students’ engagement in hybrid learning experiences is limited and requires further research. Satisfaction is a crucial indicator in assessing the effectiveness of a course. The research was conducted at the Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Semarang. The research approach used was quantitative. The instrument used was a questionnaire with Likert scale. The results showed that the average score for each dimension was as follows: 1) the tangibility dimension score was 3.1496 out of 4, meaning the students were satisfied; 2) the average score of the reliability dimension was 3.3062 out of 4, meaning the students were satisfied; 3) the average score of the responsiveness dimension was 3.356 out of 4, meaning the students were satisfied; 4) the average score for the assurance dimension was 2.6899 out of 4, meaning the students were fairly satisfied, and 5) the average score for the empathy dimension was 3.1008 out of 4, meaning the students were satisfied. Overall respondents gave average score of 3.1206 out of 4 as highest score in terms of satisfaction, meaning the performance of hybrid learning is satisfactory. This should be appreciated considering that hybrid learning has been held since the third week of the even semester of 2022 along the COVID-19 pandemic. The advice given is based on the results of the study, there needs to be efforts to improve the evaluation aspect and the determination of time and participants in hybrid learning.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Sarwi Asri
AU  - Lelu Dina Apristia
AU  - Hanif Hidayat
AU  - Andri Setiyawan
AU  - Ayub Budhi Anggoro
AU  - Tiara Meilinda
PY  - 2022
DA  - 2022/12/16
TI  - Analysis of Students’ Satisfaction Levels in Hybrid Learning
BT  - Proceedings of the 4th Vocational Education International Conference (VEIC 2022)
PB  - Atlantis Press
SP  - 374
EP  - 380
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-47-3_43
DO  - 10.2991/978-2-494069-47-3_43
ID  - Asri2022
ER  -