Blended Learning Integrated with Project-Based Learning: Its Effect on Learning Outcomes, Perception, and Self-Regulated Learning

The demands on chemistry learning require hands-on action in the form of practicums to fit understanding chemical concepts, examine theories obtained and relate them everyday scientific phenomena through activities laboratory. So that cognitive, affective, psychomotor outcomes are achieved. This research is a type qualitative descriptive research. study investigates student perceptions Self-Regulated Learning (SRL) integrated blended Project Based affects outcomes. subjects were nine people students who enrolled basic courses. was conducted for seven meetings where process carried out with mixture online offline lectures called Blended Learning. Data collection interviews determine questionnaire student's SRL level. Outcomes (LO) tests psychomotor. interview data analyzed inductively. Meanwhile, analysis LO test presented as an comparative description. Students' revealed positive about learning. found students' high (56%), medium (33%), low (11%) categories. assessment from pre-test post-test; all scores increased. As attitude, measurements showed four categories: very good (67%), (11%), adequate poor (11%). Assessment instruments designed 67% developed while another 33% underdeveloped.