The The Relationship Between Perceived Hybrid Learning Implementation and Physics Learning Interest Among Vocational High School Students

Abstract

Hybrid learning has become increasingly relevant in vocational education, yet limited evidence explains how students’ perceptions of its implementation relate to their interest in learning physics. This study examined the relationship between perceived hybrid learning implementation and physics learning interest among vocational high school students. A quantitative cross-sectional correlational design was employed involving 59 tenth-grade students from three purposively selected classes at UPT SMK Negeri 2 Pinrang, South Sulawesi, Indonesia. Data were collected using a 27-item perceived hybrid learning implementation questionnaire, a 16-item physics learning interest questionnaire, and classroom observations as supporting evidence. Questionnaire data were analyzed using descriptive statistics and simple linear regression. Students’ perceived hybrid learning implementation scores ranged from 49 to 97 (M = 70.56, SD = 8.03), while physics learning interest scores ranged from 30 to 56 (M = 43.34, SD = 5.77). Classroom observations indicated relatively consistent hybrid-learning implementation across the three classes, although patterns of student participation varied. Regression analysis revealed a significant positive relationship between perceived hybrid learning implementation and physics learning interest, B = .284, SE = .087, β = .396, t(57) = 3.251, p = .002, accounting for approximately 15.7% of the variance in learning interest. These findings suggest that students who perceive hybrid learning more positively tend to report greater interest in physics. However, given the cross-sectional design, the relationship should be interpreted as associative rather than causal.