Blended learning or full online: Increase student mood and motivation during the new normal era
Similarity Check


Blended learning
Full Online
Mood state

How to Cite

Aru Fantiro, F., Arifin, B., Muzakki, A., & Setiawan, E. (2022). Blended learning or full online: Increase student mood and motivation during the new normal era. Jurnal SPORTIF : Jurnal Penelitian Pembelajaran, 8(1), 13-28.


The purpose of this study is to improve students' mood state and motivation to learn through blended learning versus full online. This research is quantitative with the use of experimental methods. Participants in this study were students from University of Muhammadiyah Malang (n=42) who take physical education courses. The forty-two participants were allocated to the blended learning group (n=21) and full online group (n=21). The instruments in this study used the mood states and motivation questionnaire. The intervention program was carried out for four weeks with three weekly meetings. The raw data in this study will be analyzed using the SPSS application to find the mean and standard deviation, normality test, and homogeneity test. Independent sample t-test was used to test the difference in pre-test and post-test mood state scores and student motivation. The level of significance used in this study is 0.05. The study results found that there was a significant difference in effect between blended learning and full online and the data proved that blended learning had a better effect than full online.  This research contributes to developing a learning system that can be used in the new normal era so that lecturers can create optimal lectures.
Similarity Check


Al-Kumaim, N. H., Alhazmi, A. K., Mohammed, F., Gazem, N. A., Shabbir, M. S., & Fazea, Y. (2021). Exploring the impact of the covid-19 pandemic on university students’ learning life: An integrated conceptual motivational model for sustainable and healthy online learning. Sustainability (Switzerland), 13(5), 1–21.

Al Majali, S. (2020). Positive Anxiety and its Role in Motivation and Achievements among University Students. The Lancet, 13(4), 976–986.

Badenes, L. V., Prado-Gascó, V., & Barrón, R. G. (2016). Emotion awareness, mood and personality as predictors of somatic complaints in children and adults. Psicothema, 28(4), 383–388.

Banyen, W., Viriyavejakul, C., & Ratanaolarn, T. (2016). A blended learning model for learning achievement enhancement of thai undergraduate students. International Journal of Emerging Technologies in Learning, 11(4), 48–55.

Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4).

Brom, C., Lukavský, J., Greger, D., Hannemann, T., & Straková, J. (2020). Mandatory home education during the COVID-19 lockdown in the Czech Republic : A rapid survey of 1st-9th Graders ’ Parents. Brief Research Report, 5(July), 1–8.

Browning, M. H. E. M., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., Cloutier, S., Vu, T. M., Thomsen, J., Reigner, N., Metcalf, E. C., D’Antonio, A., Helbich, M., Bratman, G. N., & Alvarez, H. O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PloS One, 16(1), e0245327.

Cahapay, M. B. (2020). Rethinking education in the new normal post-Covid-19 era: A curriculum studies perspective. Aquademia, 4(2), ep20018.

Chacón-Borrego, F., Castañeda-Vázquez, C., & Corral-Pernía, J. A. (2018). Mood states and levels of physical activity in adults: Regression analysis. July.

Chang, Y. K., Hung, C. L., Timme, S., Nosrat, S., & Chu, C. H. (2020). Exercise behavior and mood during the COVID-19 pandemic in Taiwan: Lessons for the future. International Journal of Environmental Research and Public Health, 17(19), 1–17.

Dawel, A., Shou, Y., Smithson, M., Cherbuin, N., Banfield, M., Calear, A. L., Farrer, L. M., Gray, D., Gulliver, A., Housen, T., McCallum, S. M., Morse, A. R., Murray, K., Newman, E., Rodney Harris, R. M., & Batterham, P. J. (2020). The effect of covid-19 on mental health and wellbeing in a representative sample of australian adults. Frontiers in Psychiatry, 11(October), 1–8.

Dhawan, S. (2020). Online learning: A panacea in the time of covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16.

Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1).

Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–438.

Green, K. H., van de Groep, S., Sweijen, S. W., Becht, A. I., Buijzen, M., de Leeuw, R. N. H., Remmerswaal, D., van der Zanden, R., Engels, R. C. M. E., & Crone, E. A. (2021). Mood and emotional reactivity of adolescents during the COVID-19 pandemic: short-term and long-term effects and the impact of social and socioeconomic stressors. Scientific Reports, 11(1), 1–13.

Hamidi, A. (2020). Workshop efektivitas pembelajaran daring pada masa pandemi covid 19 di prodi ikor. Jurnal MAENPO: Jurnal Pendidikan Jasmani Kesehatan Dan Rekreasi, 10(2), 109.

Holzer, J., Korlat, S., Haider, C., Mayerhofer, M., Pelikan, E., Schober, B., Spiel, C., Toumazi, T., Salmela-Aro, K., Kaser, U., Schultze-Krumbholz, A., Wachs, S., Dabas, M., Verma, S., Iliev, D., Andonovska-Trajkovska, D., Plichta, P.,

Pyzalski, J., Walter, N., … Luftenegger, M. (2021). Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLoS ONE, 16(5 May 2021), 1–22.

Jumareng, H., Setiawan, E., Patah, I. A., Aryani, M., Asmuddin, A., & Gani, R. A. (2021). Online learning and platforms favored in physical education class during covid-19 era: exploring student’ perceptions. International Journal of Human Movement and Sports Sciences, 9(1), 11–18.

Kalloo, R. C., Mitchell, B., & Kamalodeen, V. J. (2020). Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education. Journal of Education for Teaching, 46(4), 452–462.

Keikha, B. M., Yusof, S., & Jourkesh, M. (2015). The relationship between pre-competition state anxiety components and mood state sub-scales scores and the result of among college athletes through temporal patterning. International Journal of Sport Science, 5(1), 8–15.

Leacock, C. J., & Warrican, S. J. (2020). Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care. Journal of Education for Teaching, 46(4), 576–585.

Li, H. Y., Cao, H., Leung, D. Y. P., & Mak, Y. W. (2020). The psychological impacts of a covid-19 outbreak on college students in China: A longitudinal study. International Journal of Environmental Research and Public Health, 17(11).

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611.

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505.

Naciri, A., Baba, M. A., Achbani, A., & Kharbach, A. (2020). Mobile Learning in Higher Education: Unavoidable Alternative during COVID-19. Aquademia, 4(1), ep20016.

Noce, F., De Oliveira Castro, H., Ferreira, T. S., Guo, J., Pereira De Andrade, A. G., & Da Costa, V. T. (2016). A 6-month comparison of quality of life and mood states between physically active and sedentary college students. Medicina (Brazil), 49(1), 9–16.

Portela-Pino, I., Gutierrez-Sánchez, Á., Alonso-Fernández, D., & De Vicuña, O. A. G. (2017). Comparative study on pre-competition mood in Canadian and Spanish university students. Journal of Human Sport and Exercise, 12(4), 1328–1336.

Qiu, J., Shen, B., Zhao, M., Wang, Z., Xie, B., & Xu, Y. (2020). A nationwide survey of psychological distress among Chinese people in the COVID-19 epidemic: Implications and policy recommendations. General Psychiatry, 33(2), 1–4.

Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program‘s response to covid-19. Journal of Education for Teaching, 46(4), 472–483.

Rafiola, R. H., Setyosari, P., Radjah, C. L., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning, 15(8), 71–82.

Rahm, A. K., Töllner, M., Hubert, M. O., Klein, K., Wehling, C., Sauer, T., Hennemann, H. M., Hein, S., Kender, Z., Günther, J., Wagenlechner, P., Bugaj, T. J., Boldt, S., Nikendei, C., & Schultz, J. H. (2021). Effects of realistic e-learning cases on students’ learning motivation during COVID-19. PLoS ONE, 16(4 April), 1–13.

Ramakrisnan, P., Yahya, Y. B., Hasrol, M. N. H., & Aziz, A. A. (2012). Blended Learning: A Suitable Framework For E-Learning In Higher Education. Procedia - Social and Behavioral Sciences, 67, 513–526.

Rochman, B., Indahwati, N., & Priambodo, A. (2020). Identifikasi keterlaksanaan pembelajaran pjok tingkat SMP di masa pandemi covid 19 se-kabupaten sidoarjo. Jurnal Ilmiah Mandala Education, 6(1), 257–265.

Rozi, F., Rosidah, R., Ni’mah, M., Masun, H., Juaeriyah, K., & Maimuna. (2021). Blended learning approach in arabic learning. Journal of Physics: Conference Series, 1779(1).

Saboowala, R., & Manghirmalani Mishra, P. (2021). Readiness of in-service teachers toward a blended learning approach as a learning pedagogy in the post-covid-19 era. Journal of Educational Technology Systems, 50(1), 9–23.

Sitepu A, Cahyadi A, Tarigan H. Students motivation for admission to study on the educational program "Physical Education and Recreation".Health, Sport, Rehabilitation. 2020;6(4):18-26.

Tan, C. (2020). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies.

Torales, J., O’Higgins, M., Castaldelli-Maia, J. M., & Ventriglio, A. (2020). The outbreak of COVID-19 coronavirus and its impact on global mental health. International Journal of Social Psychiatry, 66(4), 317–320.

Turgut, M., Soylu, Y., & Metin, S. N. (2020). Physical activity, night eating, and mood state profiles of athletes during the COVID-19 pandemic. Progress in Nutrition, 22(6).

Usak, M., Masalimova, A. R., Cherdymova, E. I., & Shaidullina, A. R. (2020). New playmaker in science education: COVID-19. Journal of Baltic Science Education, 19(2), 180–185.

Vazquez, C., Hervaas, G., Rahona, J. J., & Homez, D. (2009). Psychological well-being and health. Contributions of positive psychology. Annuary of Clinical and Health Psychology, 5, 129–133.

Waha, B., & Davis, K. (2014). University students’ perspective on blended learning. Journal of Higher Education Policy and Management, 36(2), 172–182.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright (c) 2022 Frendy Aru Fantiro, Bustanol Arifin, Abdurrohman Muzakki, Edi Setiawan


Download data is not yet available.