A Comprehensive Analysis of Student Satisfaction in Hybrid Learning at Education University

This study investigates the level of student satisfaction with hybrid learning in higher education institutions. Hybrid learning, which combines face-to-face and online learning, is gaining popularity due to advances in technology. In this study, six variables were studied: digital literacy, academic mindset, cognitive engagement, time management, attributes, and interactive features. In addition, these variables are evaluated based on the level of student satisfaction. Using a Likert scale questionnaire, data were collected from 40 students at a private university in West Java, Indonesia. To find out the average score of each variable, a descriptive analysis was performed. According to the descriptive analysis, students have good digital literacy and a positive academic outlook. Cognitive engagement, on the other hand, is rated low and requires more learning. There is room for improvement in the quality of learning attributes and learning interactivity. Interestingly, students demonstrated their ability to manage time well. These findings indicate that, although student satisfaction with hybrid learning is still neutral, institutions can improve elements that can affect student satisfaction. Universities must concentrate on improving the interactive aspects of learning and the quality of learning attributes if they want to improve students' learning experiences. These findings will help refine the hybrid learning approach, which will increase student satisfaction and improve learning effectiveness in the future.