Exploring the Effectiveness of Blended Adaptive Learning in Mathematics Education: Cognitive Perspectives and Student Motivation

Abstract

This study aims to explore the effectiveness of blended adaptive learning (BAL) in mathematics learning, particularly in terms of students' cognitive achievement and learning motivation. Although previous studies have examined the potential of blended and adaptive models separately, research on their integration remains limited, especially in the context of higher education in Indonesia. This study used a quasi-experimental design involving 60 students from the Mathematics Education Study Program in the Mathematics Learning Design course at the Indonesian Education Institute in Garut. The experimental group (n = 30) participated in learning using the BAL model, which combined an adaptive digital platform and face-to-face learning, while the control group (n = 30) learned using conventional blended learning without adaptive features. Data were collected through validated cognitive achievement tests and learning motivation questionnaires. Statistical analysis used ANCOVA to compare group results. The findings showed that students in the BAL group achieved higher cognitive achievement (p < .05, η² = 0.42) and greater learning motivation (p < .05, η² = 0.37) than those in the control group. These results indicate that integrating adaptivity in blended learning can improve students' mastery of the material and their motivational engagement in learning mathematics. This study provides empirical contributions related to the application of BAL in mathematics education by examining cognitive and motivational aspects simultaneously. This research closes a gap in previous studies by presenting the specific context of Indonesian universities and offering practical implications for mathematics lecturers seeking in optimize learning in the digital era.