Analysis of the impact of online learning on the GPA of Bina Nusantara University students during the Covid-19 pandemic

Rovabelitha Berlian Pricilia Cutaran — 2026-04-01

This study examines the effect of online learning on the Grade Point Average (GPA) of Bina Nusantara University students during the COVID-19 pandemic. The shift from face-to-face learning to online instruction was implemented in response to government policies aimed at reducing the spread of COVID-19 in higher education institutions. Although online learning allowed academic activities to continue through platforms such as Zoom, Google Meet, and Microsoft Teams, it also created challenges related to Internet access, data costs, student engagement, and learning effectiveness. This study used a quantitative approach involving 100 Bina Nusantara University students selected through purposive sampling. Data were collected using an online questionnaire and analyzed using IBM SPSS. The analysis included validity, reliability, normality, classical assumption, and simple linear regression tests. The results showed that the questionnaire items for both online learning and GPA variables were valid and reliable, with Cronbach’s alpha values above 0.70. The regression analysis produced an R-squared value of 0.971, indicating that online learning explained 97.1% of the variation in students’ GPA, while the remaining 2.9% was explained by other factors. The significance test showed a p-value of 0.000 and a t-value of 57.760, confirming the statistically significant effect of online learning on students’ GPA. The regression equation, Y = 0.099 + 0.975X, indicates that an increase in the effectiveness of online learning is associated with an increase in GPA. The study concludes that online learning significantly influenced the GPA of students at Bina Nusantara University during the pandemic. However, further research is recommended to address the methodological limitations and explore additional factors affecting academic performance.

The effect of blended learning implementation on the academic achievement of Binus University students in the business statistics course

Alberto Tom — 2026-04-01

This study investigates the effect of blended learning implementation on the academic achievement of undergraduate students enrolled in the Business Statistics course at Bina Nusantara University (BINUS), Indonesia. Blended learning, a pedagogical approach that systematically integrates conventional face-to-face classroom instruction with structured online digital activities, has gained considerable prominence in higher education, particularly in the context of the educational disruptions caused by the COVID-19 pandemic. Employing a descriptive quantitative research design with a cross-sectional time horizon, the study collected academic performance data from 50 students through structured questionnaires and interviews. Statistical analyses—including the Kolmogorov–Smirnov normality test and the Kruskal-Wallis non-parametric test—were applied to examine the distributional characteristics of and significant differences between the online and offline components of blended learning. Results indicate a statistically significant difference between the two modalities (χ² = 74.257 > χ²table = 3.84; p = 0.000 < 0.05), with the offline instructional component consistently yielding higher academic performance scores. Findings affirm that blended learning positively influences student engagement, learning flexibility, and academic performance. The study recommends that academic institutions invest in strengthening digital infrastructure and instructor competency in digital pedagogy to maximise the effectiveness of blended learning models in higher education.

Journal of Modern Education Research

Analysis of the impact of online learning on the GPA of Bina Nusantara University students during the Covid-19 pandemic

The effect of blended learning implementation on the academic achievement of Binus University students in the business statistics course