Hansi Effendi, Yeka Hendriyani, Hastria Effendi
This study investigates the impaet of the Web-Based Interaetive Blended Learning (WBIBL) model in harmonizing diverse student learning styles in the Eleetrical 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 charaeteristics, resulting in fragmented learning experiences. To address these issues, the WBIBL model was developed by integrating construetivist principles, interaetive 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 instruetion and web-based aetivities 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. © 2026 Hansi Effendi, Yeka Hendriyani & Hastria Effendi; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
Department of Eleetrical Engineering, Universitas Negeri Padang, Padang, Indonesia; Department of Eleetronics Engineering, Universitas Negeri Padang, Padang, Indonesia; Department of Health and Recreation, Universitas Negeri Padang, Padang, Indonesia
