Implementing Team-Based Learning of Blended Learning Method in Concept-Based Curriculum

Abstract

This study investigates the impact of Team-Based Learning (TBL) on Information Systems students. A total of 61 participants, majoring in the Information Systems program at Bina Nusantara University, Indonesia, were included. The research employed a quasi-experimental design, with the first assessment derived from midterm test results, and the second assessment obtained from final test results. Data were analyzed using descriptive statistics, while mean differences were examined using t-tests. In contrast to most TBL research, the mean students’ test scores were found to decrease in the final test compared to the midterm test. This outcome may be attributed to three factors: (1) an unidentified adjustment period transitioning from regular learning activities to TBL classroom activities, (2) insufficient time for the full implementation of TBL, and (3) differences in difficulty between pre- and post-midterm course materials. This finding is crucial for the TBL research knowledge base, as it presents a divergent and contradictory result that warrants further exploration in future studies.