Blended Learning and PPKn Learning Motivation: Analysis of It’s Influence Strength in 21st Century Learning

Abstract

The development of 21st-century learning, characterized by the integration of digital technology, encourages the implementation of blended learning as a relevant learning strategy to enhance student engagement and learning motivation, including in the subject of Pancasila and Citizenship Education (PPKn), which is oriented toward strengthening character and civic literacy. However, student learning motivation remains a major challenge in technology-based learning because it demands learning independence and consistency. This research aims to measure the strength of the influence of blended learning on students' PPKn learning motivation in the context of 21st-century learning. The research uses a quantitative approach with a correlational survey design, involving 65 students as a sample determined through saturated sampling. Data were collected using a Likert scale questionnaire and analyzed with SPSS through validity tests, reliability, normality tests, Pearson correlation, as well as simple linear regression and t-test at a significance level of α = 0.05. The research results show there is a strong and positive relationship between blended learning and learning motivation (r = 0.710) as well as a statistically significant influence (t-calculated = 8.005 > t-table = 1.669), with blended learning contributing 50.4% to learning motivation (R² = 0.504), thus the research hypothesis is accepted. In conclusion, blended learning is proven effective in increasing students' PPKn learning motivation and provides an important contribution to strengthening technology-based learning theory in the affective-psychological aspect, as well as serving as a practical basis for teachers and schools to design more interactive blended learning oriented toward sustainable improvement of learning motivation. Keywords: blended learning, learning motivation, PPKn, 21st-century learning, linear regression.