DETERMINAN LINGKUNGAN BELAJAR TERHADAP HASIL BELAJAR SISWA DI INDONESIA: SYSTEMATIC LITERATUR REVIEW

Emas Sadiah; Nani Sutarni; Susanti Kurniawati

doi:10.30998/031my477

Authors

Emas Sadiah Universitas Pendidikan Indonesia Author
Nani Sutarni Universitas Pendidikan Indonesia Author
Susanti Kurniawati Universitas Pendidikan Indonesia Author

DOI:

https://doi.org/10.30998/031my477

Keywords:

Blended Learning, Hasil Belajar, Lingkungan Belajar, Systematic Literature Review, Pendidikan Indonesia

Abstract

Systematic literature review ini mengkaji hubungan antara lingkungan belajar dan hasil belajar dalam pendidikan Indonesia melalui analisis komprehensif terhadap 14 artikel peer-reviewed periode 2015-2025. Menggunakan protokol PRISMA 2020, penelitian ini menjawab empat pertanyaan penelitian tentang karakteristik, dimensi, evolusi lintas era pandemi, dan implikasi untuk praktik. Review menggunakan kerangka analisis mixed methods dengan 62 variabel kuantitatif dan 22 kolom analisis kualitatif untuk mengekstraksi dan mensintesis bukti secara sistematis. Hasil menunjukkan bahwa dimensi psikologis (93% studi) dan dimensi teknologi (71%) adalah yang paling sering dieksplorasi dan merupakan prediktor terkuat hasil belajar dalam konteks Indonesia. Refleksi diri muncul sebagai mediator kritis antara lingkungan belajar dan hasil belajar, sementara faktor psikologis internal sering berkontribusi lebih signifikan dibanding faktor lingkungan eksternal. Analisis mendemonstrasikan pergeseran evolusioner dari fokus pre-pandemi pada lingkungan fisik tradisional ke penekanan post-pandemi pada model blended learning yang mengintegrasikan dimensi teknologi dan psikologis. Integrasi konteks budaya terbukti esensial, dengan intervensi sukses yang menginkorporasi konteks lokal Indonesia. Review ini mensintesis rekomendasi berbasis bukti untuk empat kelompok stakeholder: guru harus memprioritaskan praktik reflektif dan integrasi teknologi; institusi memerlukan investasi infrastruktur dan pengembangan profesional; pembuat kebijakan harus mengembangkan standar yang sensitif konteks; dan peneliti harus melakukan studi longitudinal yang mengatasi kesenjangan metodologis. Sintesis ini berkontribusi pada pemahaman teoretis hubungan lingkungan-hasil belajar dalam konteks negara berkembang dan memberikan panduan praktis untuk meningkatkan lingkungan pendidikan Indonesia.

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