This study investigated the impact of offline and online learning on students' English achievement and motivation at SDIT Future Islamic School in Pekanbaru. The experimental group used blended learning with both offline and online classes, while the control group only had online classes. Test and questionnaire results found that the experimental group had significantly higher English achievement and motivation levels. Interviews revealed students in the experimental group preferred offline classes for interacting with teachers and peers. The study concluded that blended learning with some offline classes was more effective for elementary students' motivation and learning than solely online instruction.

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The Influence of E-Learning Activity to the Students’
Learning Motivation and English Achievement at SDIT
Future Islamic School Pekanbaru
Wirda Ningsih
STIT Al-Kifayah Riau

2. SDIT FUTURE ISLAMIC
SCHOOL (FIS)
PEKANBARU
 CURRICULUM
 English Subject

3. E- Learning Activity
OFFLINE CLASS ONLINE CLASS

4. RESEARCH PURPOSES
• This research investigates whether
the use of different learning
management would affect
• (1) the student’s English
achievement
• (2) students’ learning motivation.
• (3)the level of motivation of the
students

5. Research Method
The research used mix methods
The subject was divided into two groups; the experimental
group and control group.
puposive, the sample used 10 out 20 students and the control
class 10 out 25 students.
Data collection technique used tests, questionnaires and
interviews
Further motivational aspects are explored through interview
over 20 participants to confirm their motivation information.

6. The Result
First Hypothesis Testing
● Ho : there are no differences in the use off line learning and on line
learning on the English Achievement.
● H1 : there are differences in the use off line learning and on line
learning on the English Achievement.
Variables α = 5% Sig Criteria Information
English
Achievement
0.05 0.008 0.008 <0.05 H1 accepted

7. The Result
Second Hypothesis Testing
● Ho : there are no differences in the use offline learning and online
learning on the students’ learning Motivation.
● H1 : there are differences in the use off line learning and on line
learning on the students’ learning Motivation.
Variables α = 5% Sig Criteria Information
motivation 0.05 0.007 0.007 <0.05 H1 accepted

8. The Result
• The level of motivation of students based on data obtained from the
questionnaire scores are totaled
• experimental class of 10 students, 6 students (60%) had a higher
category, 4 students (40%) had moderate category and none students
have low category.
• control class 0f 10 students, 4 students (40%) had a lower category,
5 students (50%) had moderate category and 1 student (10%) in the
category of high motivation.
• So we can conclude that, the tendency motivation experimental class
and control class in middle category.

9. Results of interviews
interviews with respondents
experimental class
• They can see their teacher
• If they got difficulties, they can
ask they teacher
• They prefer going to school
meet their friends
interviews with respondents control
class
• They struggle with unstable
internet network
• They are afraid to ask to their
parents
• They Feel bored to stay at home
all day

10. Conclusions
• This study found that the implementation of offline in
blended learning strategy are more effective in
elementary school level especially in SDIT Future
Islamic School.
• offline in blended learning strategy made the
students more motivated.

11. references
• Luckyardi, S., & Rahman, L. (2021). APPLICATION OF E-LEARNING SYSTEM IN THE WORLD OF
EDUCATION. Jurnal Teknologi Informasi Dan Pendidikan, 14(1), 47 - 52.
https://doi.org/10.24036/tip.v14i1.327
• Fauzi, I., & Sastra Khusuma, I. (2020). Teachers’ Elementary School in Online Learning of COVID-19
Pandemic Conditions. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(1), 58-70.
https://doi.org/10.25217/ji.v5i1.914
• Cholik, C. A. (2017). Pemanfaatan Teknologi Informasi dan Komunikasi untuk Meningkatkan
Pendidikan di Indonesia. Syntax Literate : Jurnal Ilmiah Indonesia, 2(6), 21–30.Google Scholar