THE INFLUENCE OF BLENDED LEARNING ON STUDENTS’ READING COMPREHENSION IN UPTD SD NEGERI 27 NEGERI KATON, PESAWARAN, ACADEMIC YEAR 2025/2026

Abstract

This study aims to examine the influence of blended learning through the flipped classroom model on the reading comprehension of fifth-grade students at UPTD SD Negeri 27 Negeri Katon, Pesawaran, during the 2025/2026 academic year. A quasi-experimental design was used, consisting of an experimental group receiving blended learning instruction and a control group receiving traditional instruction. The primary instrument was a reading comprehension test administered as both pre-test and post-test to measure improvement. The results show a significant difference between the post-test scores of the experimental and control groups. Students in the experimental group demonstrated greater improvements in identifying main ideas, understanding vocabulary in context, making inferences, and drawing conclusions. The blended learning model allowed students to study lesson materials beforehand through videos and digital texts, enabling them to come to class better prepared. Face-to-face classroom time was then used for discussions, deeper comprehension tasks, and clarification, which contributed to more meaningful learning experiences. The study concludes that blended learning has a positive and significant effect on students’ reading comprehension. It is recommended as an effective instructional strategy that aligns with the needs of 21st-century learning and supports the development of student-centered, technology-enhanced literacy instruction.