Beyond Segmentation: How Student-Controlled Interactive Blended Learning Harmonizes Diverse Learning Styles for Unified Achievement
Beyond Segmentation: How Student-Controlled Interactive Blended Learning Harmonizes Diverse Learning Styles for Unified Achievement

Summary/Abstract: This study investigates the impact of the Web-Based Interactive Blended Learning (WBIBL) model in harmonizing diverse student learning styles in the Electrical Machines course at Universitas Negeri Padang. The rapid advancement of ICT has led to the widespread adoption of blended learning (BL) in higher education, yet many implementations lack robust theoretical foundations and fail to address individual student characteristics, resulting in fragmented learning experiences. To address these issues, the WBIBL model was developed by integrating constructivist principles, interactive theories, and Component Display Theory (CDT) to support student autonomy in tailoring learning pathways and media preferences. A quasi-experimental single group design was employed, with assessments administered before and after the intervention. Thirty students with visual, auditory, and kinesthetic learning preferences participated in eight sessions combining traditional classroom instruction and web-based activities via Moodle. Student outcomes were measured using pre- and post-intervention achievement test, while learning styles were identified through the VAK questionnaire. The findings indicate a substantial improvement in student learning outcomes following the implementation of the WBIBL model and show that learning gains are comparable across visual, auditory, and kinesthetic groups. These results highlight WBIBL’s potential to provide inclusive and equitable learning experiences for diverse learners in higher education.

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