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The use of technology has changed the way of human’s life in all fields, including the teaching and learning process. This change is known as 21st century learning, where the teaching and learning system focuses more on the use of technology and learning media not only inside the classroom but also outside. If previously, the teaching and learning process was carried out conventionally in the classroom which required the presence of a teacher and students in one room, the use of internet technology allowed the teaching and learning process to occur without requiring the presence of teachers and students in the classroom. One of the advantages of this learning process is freedom of learning time so students who miss teaching material in class can still follow the learning process through the use of technology. One teaching method that can be used to connect the conventional learning process with the learning process that utilizes technology is Hybrid learning. This study aimed to examine the outcome of lectures conducted using hybrid learning in Integral Calculus courses. It was focus on students’ achievement and students’ experiences. Teaching materials were developed using the Plomp development model in the form of learning videos which met valid, practical and effective criteria. It consists of five phases, namely: (1) initial investigation phase, (2) design phase, (3) realization phase, (4) test phase, evaluation and revision, (5) implementation phase. Having obtained teaching materials that meet the criteria of valid, practical, and effective then teaching materials are included in Unesa's virtual learning website and open access for students to be able to download teaching materials and upload student work results. While, the data analysis techniques were carried out by quantitative-descriptive and qualitative-descriptive methods. This research was conducted in integral calculus courses in tthe even semester of the 2018/2019 academic year. From 16 weeks of meeting, 4 weeks were taken for the implementation of hybrid learning by taking material on integration techniques using substitution methods, Integral Rational Functions, Partial Integral, and Reduction Formulas. The results showed that students’ learning achievement increased significantly using hybrid learning compare to traditional course. A number of students have met the mastery learning criteria. Regard to students’ experiences, some students felt that lectures conducted using hybrid learning were easier to understand because the video could be played repeatedly. It helped student not only to understand the material but also to give freedom for students to determine time and place. Unfortunately, some students revealed that the implementation of lectures using hybrid learning also had disadvantages.

: Hybrid Learning; Student’s Achievement; Student’s Experiences