The Effect of Blended Learning Methods on Student Achievement in Higher Education

Abstract

This study aims to examine the influence of the blended learning method on student learning achievement in higher education through a qualitative approach with the literature study method (library research). In the context of the transformation of higher education accelerated by the development of digital technology, blended learning has become an alternative learning model that combines the advantages of face-to-face learning and online learning. This study analyzes various relevant national and international literature over the past decade to identify the patterns, benefits, and challenges of the implementation of blended learning on student academic achievement. The results of the study show that blended learning consistently contributes positively to increasing concept understanding, active student involvement, and independence in learning. In addition, the flexibility of time and access to digital materials expands students' opportunities to manage their learning process independently. However, the effectiveness of this method is highly dependent on the readiness of lecturers, technological infrastructure, and students' digital literacy skills. These findings indicate that to maximize the positive impact of blended learning, a planned implementation strategy, training for teachers, and strengthening institutional support are needed. This study makes a conceptual contribution to the understanding of the role of blended learning in learning reform in higher education, while also opening up space for more in-depth and contextual follow-up research in the future.