Descriptive Inferential Analysis of Students' Perceptions of Online and Offline Learning and Its Relationship to Academic Achievement
DOI:
https://doi.org/10.55537/j-ibm.v5i1.1171Keywords:
online, learning effectiveness, offline, student perceptions, digital technologyAbstract
In the digital age, online and offline learning have become the primary methods at UINSU. Online learning offers flexibility but faces challenges such as internet connection issues and limited interaction, while offline learning is considered more effective because it allows for direct interaction despite limited facilities. This study aims to analyze the perceptions of students in the Information Systems Program at UINSU, class of 2023, toward both learning methods and their relationship with academic performance based on GPA. This study uses a quantitative approach with descriptive and inferential methods. Data were collected through an online questionnaire, then tested for validity and reliability, and analyzed using descriptive statistics and chi-square tests at a significance level of 0.05. The results show that students prefer face-to-face learning because it supports direct interaction, increases motivation, and facilitates understanding of the material, while online learning is considered less effective due to technical challenges and low participation rates. The chi-square test revealed a significant relationship between learning methods and GPA, with face-to-face learning contributing more significantly to academic performance. These findings suggest that a hybrid approach has the potential to be an effective solution and provides insights for program administrators in developing learning strategies that align with student needs. This analysis is important as a contribution to the development of more adaptive and relevant educational strategies, as well as a form of academic service to improve the quality of learning in higher education.
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