Journal articles on the topic 'Blended learning model'
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Chaeruman, Uwes Anis. "MERANCANG MODEL BLENDED LEARNING DESIGNING BLENDED LEARNING MODEL." Jurnal Teknodik 17, no. 4 (April 8, 2019): 053. http://dx.doi.org/10.32550/teknodik.v17i4.577.
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Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar. In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting.
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Chaeruman, Uwes Anis, and Santi Maudiarti. "Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning." Jurnal Pembelajaran Inovatif 1, no. 1 (February 21, 2018): 1–5. http://dx.doi.org/10.21009/jpi.011.01.
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Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.
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Ariani, Diana. "Model Blended Learning Dengan Menerapkan Experiential Learning." Jurnal Pembelajaran Inovatif 1, no. 2 (August 21, 2018): 8–15. http://dx.doi.org/10.21009/jpi.012.02.
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Artikel ini berisi ulasan model pembelajaran Blended Learning yang dirancang khusus dengan menerapkan Experiential Learning. Model yang diulas adalah Model APKL merupakan model yang diperuntukan untuk mengembangkan blended learning dengan menerapkan experiential learning. APKL itu sendiri merupakan akronim dari Analisis, Pilih, kembangkan dan Lakukan. Mengapa model ini memfokuskan pada blended learning dan tidak pada model online learning, karena dengan Blended Learning dapat memberikan pengalaman belajar secara tatap muka dikombinasikan dengan berbagai modalitas pembelajaran dan konteks aplikasi berbasis teknologi.
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Chaeruman, Uwes Anis. "MERANCANG MODEL BLENDED LEARNING." Jurnal Teknodik 17, no. 4 (December 31, 2013): 399. http://dx.doi.org/10.32550/teknodik.v17i4.482.
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Abstrak:
Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar.
Kata Kunci: e-learning, blended learning, synchronous learning, asynchronous learning
Abstract:
In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting.
Keywords: e-learning, blended learning, synchronous learning, asynchronous learning
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Dwiyogo, Wasis Djoko, and Carolina Ligya Radjah. "Effectiveness, Efficiency and Instruction Appeal of Blended Learning Model." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 2561–73. http://dx.doi.org/10.37200/ijpr/v24i2/pr200552.
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Aliftika, O., I. M. Astra, and Y. Supriyati. "Project Based Blended Learning and Independent Learning on Critical Thinking Skill." Journal of Physics: Conference Series 2019, no. 1 (October 1, 2021): 012051. http://dx.doi.org/10.1088/1742-6596/2019/1/012051.
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Abstract This study aimed to determine the effect of the project based blended learning and independent learning of critical thinking skill. The study used the quasi-experimental research method in the 2x2 treatment by level model. The subjects of this study were vocational high school students in Grade 10. The samples were divided into two groups; one group learned through the project based blended learning model with 73 students while the other group learned through the blended learning model with 74 students. Both groups were then given an independent learning test to divide students into categories of students who had high independent learning and students who had low independent learning. The research showed that the critical thinking skill of students who learned through the project based blended learning models was higher than those who learned through only blended learning models. Also, the critical thinking skill of students who had high independent learning was greater than students who had low independent learning. The results of the hypothesis test indicated that there is a significant difference in critical thinking skill between students who learned through the project based blended learning model and students who learned through the blended learning model, and there is a significant interaction effect between learning models and independent learning on critical thinking skill.
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Ozerova, G. P., and P. N. Lobodin. "Blended learning model in class." Otkrytoe i distantsionnoe obrazovanie, no. 3(63) (September 1, 2016): 11–19. http://dx.doi.org/10.17223/16095944/63/2.
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Agustiani, Merie, Sulia Ningsih, and Anggraeni Agustin Muris. "RESPON MAHASISWA TERHADAP PEMBELAJARAN BAHASA INGGRIS BERBASIS BLENDED LEARNING MELALUI EDMODO DI UNIVERSITAS BATURAJA." PEDAGOGIA 17, no. 2 (August 21, 2019): 108–19. http://dx.doi.org/10.17509/pdgia.v17i2.18528.
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AbstrakRevolusi Industri 4.0 menjadi kesempatan untuk guru bahasa agar menjadi kreatif dalam mengembangkan kemampuan berbicara siswa. Salah satu usaha kreatif yangg dapat dilakukan adalah menggunakan model pembelajaran blended learning.i Program Studi Teknologi Pendidikan, penggunaan model pembelajaran blendedd learning telah dilakukan di beberapa mata kuliah. Namun untuk mata kuliah bahasa inggris belum pernah dilakukan sebelumnya. Blended learning ini dapat dilakukann dengan berbagai media pembelajaran online, salah satunya adalah edmodo. Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa terhadap pembelajaran bahasa inggris berbasis blended learning melalui edmodo di Universitas Baturaja. Penelitian ini merupakan penelitian deskriptif kuantitatif. Sampel penelitian diambil dengan metode total sampling dengan jumlah 44 orang mahasiswa program studi Teknolologi Pendidikan FKIP Universitas Baturaja tahun akademik 2018/2019. Instrumen dalam penelitian ini menggunakan angket yang dianalisis menggunakan teknik analisis deskriptif. Hasil penelitian menunjukkan bahwa 82% setuju dengan penerapan pembelajaran bahasa inggris berbasis blended learning melalui edmodo dan sisanya 18% tidak setuju pada pembelajaran bahasa inggris berbasis blended learning melalui edmodoAbstractThe Industrial Revolution 4.0 is an opportunity for language teachers to be creative in developing students' speaking skills. One creative effort that can be done is to use a blended learning model. In the Educational Technology Study Program, the use of blended learning models has been carried out in several courses. But for English language course has never been done before. Blended learning can be done with various online learning media, one of which is Edmodo. The Purpose of this research was aimed at finding out the students' responses of English learning based on blended learning through edmodo at Baturaja University. This was a quantitative descriptive study. The sample of the study was taken through total sampling method with a total of 44 students from the Education Technology Education FKIP Baturaja University in academic year 2018/2019. A questionnaire was used to collect the data and it was analyzed using descriptive analysis techniques. The results of this study indicated that 82% of the students agreed with the application of English learning based on blended learning through edmodo, and the remaining 18% did not agree with English learning based on blended learning through edmodo.
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Sutisna, M. Ridwan, Dadi Mulyadi, and Muthia Alinawati. "PENGEMBANGAN BLENDED LEARNING DENGAN MODEL FLIPPED CLASSROOM." PEDAGOGIA 17, no. 2 (August 21, 2019): 120–34. http://dx.doi.org/10.17509/pdgia.v17i2.17951.
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AbstrakPengembangan pembelajaran dengan melibatkan teknologi menjadi salah satu dampak pesatnya perkembangan teknologi. Blended learning menjadi salah satu opsi yang dapat diadaptasi, namun upaya pengembangan pembelajaran menggunakan blended learning masih belum masif. Penelitian ini mencoba untuk mengembangkan salah satu model desain pembelajaran menggunakan metode penelitian Design and Development (DnD). Hasil dari penelitian ini yaitu model GALE yang dapat digunakan untuk mengembangkan pembelajaran menggunakan strategi blended learning. Model GALE merupakan turunan yang dikembangkan dari model instruksional ADDIE, memiliki empat tahapan yaitu Goal Analysis, Activity Plan, Learning Resources Development, dan Evaluate and Reflection. Dalam penerapannya, blended ini dilakukan di mata kuliah penelitian dan pengembangan teknologi pendidikan pada semester tujuh di program studi teknologi pendidikan. Sekaligus smemanfaatkan fasilitas learning management system yang dimiliki oleh UPI yaitu spot.upi.edu. Hasil dari pengembangan pembelajaran ini dapat menunjang pembelajaran sesuai dengan kebutuhan blended learning yang telah dikembangkan. Selain itu, penelitian ini diharapkan mampu memberikan best practice pengembangan blended learning, selain juga menyajikan model GALE sebagai alternatif model pengembangannya. AbstractThe development of instruction involving technology is one of the effects of the technology rapid development. Blended learning strategy is an option that can be adapted for instructions. However, efforts to develop instruction using blended learning are still not massive enough. This study tries to develop one of the learning design models using the Design and Development (DnD) research method. The results of this study are GALE models that can be used to develop learning using the blended learning strategy. The GALE model is a derivative developed from the ADDIE instructional model. It has four stages, start with the Goal Analysis, Activity Plan, Learning Resources Development, and Evaluate and Reflection. In its implementation, this instructional design model for blended learning strategy is carried out in the research and development of educational technology courses in the seventh semester in Educational Technology program. While at the same time utilizing the Learning Management System (LMS) facility owned by UPI, namely spot.upi.edu. The results of developing this instructional design model can support learning appropriately match to the blended learning needs that have been developed. In addition, this research is expected to be able to provide best practice for the development and implementation of blended learning strategy, and also to presenting the GALE model as an alternative development model.
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LAM, CHING MAN, and ZIXIN PAN. "BLENDED LEARNING IN SOCIAL WORK PRACTICE COURSES: A REFLECTIVE LEARNING MODEL." Hong Kong Journal of Social Work 55, no. 01n02 (January 2021): 53–68. http://dx.doi.org/10.1142/s0219246221000061.
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The rapid development of information technology and the recent global pandemic have accelerated the use of online courses in spheres of higher education. However, the use of technology in social work education remains controversial, particularly regarding practice-related courses. This paper reports experiences of using the reflective-based blended approach in courses for teaching social work practice. Positive evaluation and feedback were obtained from students that indicates the success of blended teaching. Based on the practice experience, the paper discusses success factors and difficulties in blended teaching and strategies for blended course design.
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Wang, Lin, Yanfen Huang, and Muhd Khaizer Omar. "Analysis of Blended Learning Model Application Using Text Mining Method." International Journal of Emerging Technologies in Learning (iJET) 16, no. 01 (January 12, 2021): 172. http://dx.doi.org/10.3991/ijet.v16i01.19823.
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The rapid development of networks has resulted in the recognition of blended learning as an effective learning model. The text mining method was used to analyze the blended learning practice data of 17 countries provided by the Christensen Institute. By classifying and extracting text information from the use of blended learning model selection and the challenges of blended learning, the factors that hinder the implementation of blended learning were analyzed. The distribution of blended learning courses and practice models in each country were discussed, as was the influence relationship between the region and implementation model. The results demonstrate that the practice of blended learning in primary and secondary schools is mature in four courses of English, Mathematics, Science, and Social Research. The blended learning implementation model can be unaffected by the region, but more tend to “mix.” The practice cycle of blended learning becomes long and requires long-term stable support, while teachers’ ability and students’ ability preparation are the largest obstacles to the effectual development of blended learning. This study provides references for improving the efficiency of blended learning practices, especially in the aspects of practice model selection, infrastructure preparation, and teacher and student ability training.
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Aminah, Siti. "PENGEMBANGAN DESAIN MODEL PEMBELAJARAN BLENDED LEARNING PADA METODE NUMERIK: BLENDED COOPERATIVE LEARNING." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 11, no. 1 (December 9, 2020): 8–15. http://dx.doi.org/10.24176/re.v11i1.4093.
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This study aims to develop design of blended learning model, and then call Blended Cooperative Learning model (BCL). This research is research development. Stages of the research use Thiagarajan, Semmel Semmel development model. this study limited by 3 stages. There are the define stage, the design stage, and the developing stage. This research was attended at STIKI Malang in Informatics Engineering students taking Numerical Method courses. Data collection techniques used validation sheets for the design of BCL Model and materials to two validators. Data analysis uses average scoring. The results of this study are design of BCL model and materials. The materials are materials learning in LMS, RPP, and worksheets. The results of this study is design of blended learning Blended Cooperative Learning is feasible to use.
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Sukmawati, R. Ati, Harja Santana Purba, and Nuruddin Wiranda. "PENGEMBANGAN MODEL BLENDED LEARNING MENGGUNAKAN BLOGGER." Vidya Karya 32, no. 2 (September 4, 2018): 117. http://dx.doi.org/10.20527/jvk.v32i2.5229.
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Abstract. Teaching and learning activities are generally implemented using conventional learning method that is face to face between learners with educators in the same place and time. Conventional learning facilitates communication between learners and educators, but less time for discussion and limited space. Overcoming it then required a model that can make learning without time and space limited. Blended learning is a learning model that combines the conventional learning model with online digital media learning model that allows students to discuss unlimited time and place. The research is to develop blended learning model using blogger which is expected to be an additional media to support teaching and learning activities. Keywords: blended learning; kelas virtual; blogger Abstrak. Kegiatan belajar mengajar secara umum dilaksanakan menggunakan metode pembelajaran konvensional yaitu tatap muka antara peserta didik dengan pendidik di tempat dan waktu yang sama. Pembelajaran konvensional memudahkan komunikasi antar peserta didik dan pendidik, tetapi waktu untuk berdiskusi tidak banyak dan tempat yang digunakan terbatas. Mengatasi hal tersebut maka diperlukan sebuah model yang dapat membuat pembelajaran tanpa terbatas waktu dan tempat. Blended learning merupakan model pembelajaran yang memadukan antara model pembelajaran konvensional dengan model pembelajaran media digital online yang memungkinkan siswa dapat berdiskusi tanpa terbatas waktu dan tempat. Penelitian yang dilakukan adalah mengembangkan model blended learning menggunakan blogger yang diharapkan dapat menjadi media tambahan pendukung kegiatan belajar mengajar. Kata kunci: blended learning, kelas virtual, blogger
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Apra Santosa, Tomi, Abdul Razak, Azwir Anhar, and Ramadan Sumarmin. "Efektivitas Model Blended Learning Terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Zoologi di Era Covid-19." BIODIK 7, no. 01 (March 15, 2021): 77–83. http://dx.doi.org/10.22437/bio.v7i01.11708.
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The purpose of this study was to determine the differences between the blended learning and offline method models on student learning outcomes in the COVID-19 pandemic. The research used was experimental. The research subjects came from 5-semester biology tadris students of the 2019/2020 academic year IAIN Kerinci. Research instruments in the form of tests and questionnaires via a google form. The data analysis technique was in the form of the t-test with Minitab 19 software. To carry out the hypothesis test, the normality test and the homogeneity test had to be done first. The results showed that the blended learning model was effective in increasing student learning outcomes in the zoology course by an average of 68.16 to 83.42. and provide a significant effect of the blended learning model on student learning outcomes in zoology material. This can be seen from the p-value of 0.000 <0.05. The blended learning model is very good to be applied in schools even in universities where this learning model is able to improve student learning outcomes in the era of the COVID-19 pandemic. Abstrak. Tujuan penelitian ini mengetahui perbedaan model blended learning dan luring method terhadap hasil belajar biologi siswa pada pandemi COVID-19. Penelitian yang digunakan eksperimen. Subjek penelitian berasal dari mahasiswa tadris biologi semester 5 tahun ajaran 2019/2020 IAIN Kerinci. Instrumen penelitian berupa tes dan angket melalui google form. Teknis analisis data berupa uji t dengan sofware Minitab 19. Untuk melaksanakan uji hipotesis, maka harus dilakukan dahulu uji normalitas dan uji homegenitas data. Hasil penelitian menunjukan bahwa model blended learning efektif meningkatan hasil belajar mahasiswa pada mata kuliah zoologi dengan rata-rata 68.16 menjadi 83.42. dan memberikan pengaruh signifikan model blenden learning terhadap hasil belajar mahasiswa pada materi zoologi. Hal dapat dilihat dari nilai p-value 0.000 < 0.05. Model blended learning sangat baik untuk diterapkan di sekolah bahkan di perguruan tinggi dimana model pembelajaran ini mampu meningkatkan hasil belajar mahasiswa di era pendemi covid 19.
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Akhmadi, Agus. "Penerapan Blended Learning Dalam Pelatihan." Inovasi-Jurnal Diklat Keagamaan 15, no. 1 (June 11, 2021): 78–87. http://dx.doi.org/10.52048/inovasi.v15i1.214.
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Peningkatan mutu sumberdaya manusia menjadi isu penting dalam pelatihan. Saat ini model blended learning merupakan pendekatan pelatihan yang banyak digunakan dan diharapkan dapat meningkatkan kualitas pelatihan. Kajian ini bertujuan menganalisis model blended learning sebagai strategi pelatihan di lembaga pelatihan.
Metode penelitian menggunakan kajian pustaka terhadap jurnal, berfokus pada pertanyaan mengapa blended learning diperlukan dalam pelatihan, bagaimana karakteristik blended learning, bagaimana penerapan blended learning dalam pelatihan, dan bagaimana efektifitas blended learning.
Analisis kajian ini menyimpulkan bahwa blended learning diperlukan untuk meningkatkan kualitas dan kuantitas pelatihan. Model pelatihan ini memadukan pendekatan pelatihan tatap muka dan online serta praktek. Dengan strategi pembelajaran campuran maka pelatihan menjadi fleksibel. Model blended learning dapat memudahkan peserta dalam mengakses materi dan bahan pelatihan, meningkatkan motivasi belajar dan kemandirian peserta sehingga pelatihan lebih efektif. Model blended learning ini dapat diterapkan sebagai model pelatihan pada lembaga kediklatan. Untuk meningkatkan kualitas blended learning dalam pelatihan perlu sarana prasarana teknologi informatika yang memadai dan kemandirian peserta.
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Fauziyah, Syifa, and Mochamad Bruri Triyono. "PENGARUH E-LEARNING EDMODO DENGAN MODEL BLENDED LEARNING TERHADAP MINAT BELAJAR." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 4, no. 1 (May 5, 2020): 112–24. http://dx.doi.org/10.21831/jk.v4i1.27562.
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Penelitian ini bertujuan untuk menginvestigasi pengaruh dari pembelajaran e-learning edmodo dengan model blended learning terhadap minat belajar. Jenis penelitian yang digunakan adalah penelitian kuantitatif menggunakan quasy-experimental design with pretest-posttest and control group. Pengambilan sampel penelitian dilakukan dengan menggunakan intax group comparison. Jumlah sampel yang digunakan berjumlah 60 siswa yang terdiri dari 2 kelas pada Program Keahlian Teknik Komputer dan Jaringan di salah satu SMK Negeri yang ada di Yogyakarta. Pengumpulan data penelitian menggunakan metode kuisioner dan observasi. Analisis data yang digunakan dalam penelitian ini mengunakan uji-t sedangkan untuk mengetahui efektivitas pembelajaran e-learning edmodo dengan model blended learning menggunakan rumus standart gain dari Ricard R. H. Hasil penelitian menunjukkan bahwa adanya pengaruh yang signifikan antara siswa yang belajar menggunakan e-learning edmodo model blended learning dengan siswa yang belajar dengan bantuan slide presentasi. Selain itu, ditinjau dari nilai gain pada pembelajaran e-learning edmodo dengan model blended learning memiliki kriteria sedang dan pada kelas yang dibelajarkan dengan bantuan slide presentasi memiliki kategori rendah. THE EFFECT OF EDMODO E-LEARNING USING BLENDED LEARNING MODEL ON LEARNING INTERESTThis study was aimed at investigating the effect of edmodo e-learning using blended learning model on learning interest. This study used quantitative research combined with quasy-experimental design and pretest-posttest and control group. The sample was chosen using intax group comparison. Sixty students were chosen as the sample of this study consisting of 2 classes of Computer and Network Engineering Expertise Program at one of the State Vocational Schools in Yogyakarta. The data were collected using questionnaire and observation methods. The data then analyzed using t-test. To determine the effectiveness of edmodo e-learning using blended learning model, the standard gain formula proposed by Ricard R.H. was used. The results of this study show that there is a significant effect between the students learning using edmodo e-learning with blended learning model compares to the students learning using presentation slides only. Viewed from the gain value, edmodo e-learning with blended learning model has medium criteria, while the class taught with the aided of presentation slides has a low category.
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Abdullah, Walib. "Model Blended Learning dalam Meningkatkan Efektifitas Pembelajaran." FIKROTUNA 7, no. 1 (July 29, 2018): 855–66. http://dx.doi.org/10.32806/jf.v7i1.3169.
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In the 21st century learning is already entered to the digital era , which is many educational practitioners have developed and designing a digital-based learning such as online learning. However Online learning still needs the other learning namely face-to-face learning. That is why Educational experts combine these two lessons mode into a new learning theory called by Blended Learning. Blended learning is a combination of online learning, offline learning, and face-to-face learning, because there are many researchs prove that blended learning has more influential rather than online learning or face-to-face leaarning in improving students’ learning intrest rather than online learning or face-to-face learning. Blended learning may apply by using these following combination namely 50/50, 75/25, or 25/75 from the learning period alocation. There are some cases need to be consideration in designing a blended learning, it is about how to make the learning is so interesting and suitable with the characteristic of students’ learning style.
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Fang, Qiqing, Gen Liu, Yamin Hu, Yahui Hu, and Jingjing Wang. "A blended collaborative learning model aiming to deep learning." SHS Web of Conferences 140 (2022): 01017. http://dx.doi.org/10.1051/shsconf/202214001017.
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To solve the problem of mechanized blending and low-level cooperation in Blended Cooperative Learning, this paper proposes a Blended Cooperative Learning Model aiming to Deep Learning, which including the definition, key features and its framework. Through the application in the course of Radar Maintenance Engineering and Performance Parameters Measurement, our teaching practice shows that the students’ practical skills and scientific teamwork ability are significantly improved.
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Eka Yulia Syahrawati, Endang Susantini, and Sifak Indana. "Profile of Blended Learning Implementation in Learning Activities." IJORER : International Journal of Recent Educational Research 3, no. 1 (January 30, 2022): 45–60. http://dx.doi.org/10.46245/ijorer.v3i1.183.
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Study aims to describe and analyze of blended learning implementation in learning activities. The method applied in this research is a literature review that is sourced from the results of previous studies that have been selected from Google Scholars. The steps applied in this study are identifying journals/articles about blended learning, analyzing the definition of blended learning, synthesizing opportunities and activities in implementation of blended learning, analyzing barriers to implementing blended learning, and making conclusions. From the results of the analysis of 30 selected works of literature, the implementation of blended learning can be done by teaching it as a learning model, teaching it by combining it with other learning strategies or models, teaching it with the help of an LMS, and teaching it with the help of social media. Furthermore, the application of blended learning is able to support activities that can train students' 21st century skills. The implementation of blended learning requires careful planning and requires an understanding of student characteristics and the availability of supporting facilities and infrastructure. This study can provide an overview of the opportunities to apply blended learning in learning activities.
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Torres-Coronas, Teresa, and María-Arántzazu Vidal-Blasco. "MOOC and Blended Learning Models." International Journal of Information and Communication Technology Education 13, no. 3 (July 2017): 88–99. http://dx.doi.org/10.4018/ijicte.2017070107.
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Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.
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Fitriawan, Dona, and Wardah Wardah. "THE IMPLEMENTATION OF BLENDED LEARNING-BASED MODEL E-LEARNING MOODLE." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 1001. http://dx.doi.org/10.24127/ajpm.v10i2.3571.
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The objectives of this study are: 1) Implementing blended learning model based on e-learning Moodle into learning; 2) whether the blended learning model based on Moodle e-learning can improve learning achievement. The type of research in this research is descriptive-explorative qualitative, which explores all the things that are in the processing of questions and answers to students' steps and explores the results of the interview survey with students. The subjects in this study were 21 class B students. The research instruments were tests, surveys, questionnaires, and interviews. The results of research and discussion show the implementation of the lecture process, face to face with zoom metting, presence in applications, assignments, and testing. From the results of the research and discussion, it is concluded that: 1) the blended learning model based on e-learning Moodle has been successfully implemented into linear learning program courses, 2) From the results of tests, questionnaires, surveys and interviews with e-based blended learning model students -learning moodle has increased their achievement and enthusiasm for learning.
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Keisling, Bruce. "Blended learning." Library Management 39, no. 3/4 (June 11, 2018): 207–15. http://dx.doi.org/10.1108/lm-08-2017-0080.
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Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues. Design/methodology/approach Using a change in support for online/distance students and organizational restructuring in Ekstrom Library at the University of Louisville as a case study, this paper examines the review process, organizational restructuring, and focus on scaling services that resulted in a new service model. Findings This study found that scaling services as applied to IT and business organizations is also valuable as an approach in enhancing library services to online students. Changing user needs must be correlated with available organizational resources and technological solutions to deliver appropriate services. Modifying and building services with a goal of scaling them to appropriate levels will enhance library outcomes. Research limitations/implications Other case studies concerned with responding to changing student expectations and scaling services and organizational resources would be useful to add to these findings. Originality/value The perspectives and approach described in this case study will be instructive for adapting library services to changing user environments.
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Tongchai, Nilubon. "Impact of Self-Regulation and Open Learner Model on Learning Achievement in Blended Learning Environment." International Journal of Information and Education Technology 6, no. 5 (2016): 343–47. http://dx.doi.org/10.7763/ijiet.2016.v6.711.
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Panjaitan, Retna, Erni Murniarti, and Hotmaulina Sihotang. "Learning Plan with Blended learning in Elemetary School." Advances in Social Sciences Research Journal 8, no. 2 (February 28, 2021): 558–72. http://dx.doi.org/10.14738/assrj.82.9758.
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Information and communication technology in the education world during the Covid-19 era played an extremely important role. Everything can be easily done without any limit because each individual can do it himself. Technology is giving new colors and faces to education systems in all parts of the world today. This is evidenced by the development of many learning models that refer to independent learning based on information technology. The purpose of this paper is to develop a blended learning model for thematic learning in elementary schools according to the needs of learning activities. This development method refers to the Dick, Carey (2009:6-7), development model and adapts the Blended learning model. The application of the blended learning model refers to the curriculum that is being used during the Covid-19 pandemic, namely the 2013 curriculum which is simplified independently in elementary school.
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Thu Hà, Nguyễn. "Blended learning - a new model of the teaching organisation." Journal of Science, Educational Science 60, no. 6A (2015): 215–21. http://dx.doi.org/10.18173/2354-1075.2015-0095.
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Banyen, Wirachat, Chantana Viriyavejakul, and Thanin Ratanaolarn. "A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 48. http://dx.doi.org/10.3991/ijet.v11i04.5325.
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Research was undertaken to develop a blended learning model which contained three objectives. They were to 1) study student and teacher input for a blended learning model using a Thai university undergraduate course in information, innovation, and technology in education for the learning management conditions and improvement methods; 2) to research how to effectively improve the blended learning model and instructional media in accordance with the 80/80 criteria and; 3) compare learning achievements and information literacy between student groups using the blended learning method and regular learning method with information literacy as the covariate. The research was divided into three phases consisting of the development of the conceptual framework, a second phase which studied the blended learning model using both e-learning and face-to-face methods with a 60/40 ratio. When applying a technology system to learning management utilizing instructional media, it was determined to be 81.53/80.11. Phase 3 found that blended learning affected learning and information literacy by at least 1 variate which had a different mean score from regular learning with a statistical significance at the 0.05 level. The findings showed that the Thai university undergraduate students were satisfied with the blended learning model which was due to the change in the learning system as well as being tasked with interesting and challenging computer based lessons outside class. This was later enforced through teacher delivered lesson summaries during formal class time. Students understood the content better, enjoyed the self-directed learning and doing things independently.
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Andreiko, L. V., and Y. A. Skarloupina. "Autonomy in Learning Foreign Languages: Blended Learning Model." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (325) (2019): 305–13. http://dx.doi.org/10.12958/2227-2844-2019-2(325)-305-313.
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Svyrydiuk, Olha. "THE CONTENT OF BLENDED LEARNING IN HIGHER EDUCATIONAL INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (December 29, 2021): 120–28. http://dx.doi.org/10.31499/2307-4906.4.2021.250184.
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The article analyzes the content of the blended learning model. Four key elements of blended learning have been identified, namely, full-time, digital or online learning, allowing students to control the pace, location, mode and / or timing of learning, and integrating full-time and online learning. The main components of blended learning include face-to-face meetings, online content, collaboration, evaluation, and reference materials. In blended learning, face-to-face and online learning elements work together to diversify learning, rather than simply duplicating course content in different formats. The advantages and disadvantages of blended learning, the use of optimal methods in working with freelance students have been considered. It has been noted that most blended learning programs use these four learning models: rotation, Flex model, a la carte, extended virtual model. The advantages and disadvantages of blended learning have been analyzed. The author emphasizes that video was and remains the most common technology used in blended learning. For many teachers, the use of video in a blended learning environment is the primary means of providing blended learning content. The analysis showed that the problems of blended learning include: dependence on technology, students who are not used to working independently, reducing face-to-face communication, patterned tasks. A blended approach to learning can have a huge impact on engaging and retaining student knowledge. Research has shown that “blended learning” reduces failure rates, improves learning, and increases engagement. Blended learning combines the best aspects of full-time teaching and online learning so that students can learn at their own pace. The blended learning model can help to incorporate the principle of individualization based on time, teaching methods and even personal preferences, but the introduction of the blended learning model requires major changes in teachers' perceptions of learning.
Keywords: blended learning; digital learning; distance learning; online content; online learning; laboratory rotation; individual rotation; inverted class; Flex model; a la carte.
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Stone, Alex. "The Holistic Model for Blended Learning." International Journal of Information and Communication Technology Education 4, no. 1 (January 2008): 56–71. http://dx.doi.org/10.4018/jicte.2008010106.
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Rahayu Surtiningtyas, Sri. "Blended Learning Simulation Based Model Development." American Journal of Educational Research 5, no. 11 (November 13, 2017): 1114–19. http://dx.doi.org/10.12691/education-5-11-1.
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Norberg, Anders, Charles D. Dziuban, and Patsy D. Moskal. "A time‐based blended learning model." On the Horizon 19, no. 3 (August 16, 2011): 207–16. http://dx.doi.org/10.1108/10748121111163913.
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Yastrebova, V. Ya. "ELECTRONIC RESOURCES IN BLENDED LEARNING MODEL." Innovate Pedagogy 1, no. 30 (2020): 188–91. http://dx.doi.org/10.32843/2663-6085/2020/30-1.38.
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Liu, Yang. "Blended Learning of Management Courses Based on Learning Behavior Analysis." International Journal of Emerging Technologies in Learning (iJET) 16, no. 09 (May 4, 2021): 150. http://dx.doi.org/10.3991/ijet.v16i09.22741.
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The development of information and network technologies fundamentally changes the life, learning, and mindset of students. Teaching informatization is a key content of modern education, and the main direction of teaching reform. In this context, blended learning becomes the inevitable trend of teaching form development. Currently, the teaching of management courses in China faces several problems: the lack of overall planning of teaching design and organization, the low learning interest among students, and the failure of cultivating students’ comprehensive quality. To improve the teaching effect of management courses, this paper carries out a questionnaire survey on the learning behaviors of college students and their needs for blended learning. The survey results show that: the students are not accustomed to pre-class preview and after-class review; most students have the awareness and ability to solve problems with online information; most students are willing to accept blended learning, and expect teachers to provide teaching resources in the form of videos and electronic documents. On this basis, the authors developed an evaluation index system for blended learning according to the constituent factors of this teaching model, and designed a blended learning model for management courses through learning behavior analysis. The blended learning model was divided into three phases: pre-class, in-class, and after-class, and the online/offline teaching activities of teachers and students were detailed in each phase. To verify its application effect, the blended learning model was verified through comparative analysis from two aspects: learning behavior and learning effect. The results show that blended learning model achieves better learning participation, and teaching/learning effect than traditional teaching model, and helps to enhance the knowledge and comprehensive ability of the students. The research provides a reference for further research and application of blended learning in management courses, and boasts great theoretical and practical values.
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Miniyarovna Ahmerova, Nuriya, Alevtina Leontievna Fatykhova, Fanya Murzabayevna Suleymanova, Olga Nikolaevna Russu, Indira Irekovna Kokhanovskaya, and . "A Mathematical Blended Learning Model for University Students." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 34. http://dx.doi.org/10.14419/ijet.v7i4.38.24315.
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The article aims to develop a model for assessing the quality of blended learning for university students. Different viewpoints on blended learning and the quality of learning are summarized and systematized. A model and method for assessing the quality of blended learning are presented. Approaches are developed for obtaining estimates of the quality of learning based on a priori and a posteriori assessment methods.
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Kachalova, Galina Semenovna, Tatyana Kamilyevna Bagavieva, and Vladimir Vladimirovich Butakov. "Blended learning: expectations and reality." Journal of Pedagogical Innovations, no. 3 (October 19, 2021): 120–29. http://dx.doi.org/10.15293/1812-9463.2103.10.
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The article discusses the problem of organizing blended learning in general education organizations. Blended learning, as one of the areas of informatization of education, has been used in foreign countries since the end of the 20th century, and in Russia it has been discussed quite recently. Blended learning has both advantages over traditional learning and possible risks, which include the lack of readiness of teachers to implement an innovative approach to teaching chemistry due to poor awareness of blended learning lesson models and methodological capabilities of electronic educational resources. Separate publications on conducting such chemistry lessons in the absence of generalized methodological recommendations do not allow the teacher to effectively master this technology. The purpose of the study is to develop guidelines that generalize and systematize the experience of organizing blended learning in chemistry lessons. The research methodology is determined: literary search on the problem of organizing blended learning; studying the readiness of chemistry teachers to organize blended learning; development of scripts for chemistry lessons in different blended learning models; preparation of recommendations for chemistry teachers. This article presents the results of a questionnaire survey of chemistry teachers, allowing to determine their readiness for the organization of blended learning. It was found that more than 70% of chemistry teachers know what blended learning is, but prefer to accompany traditional face-to-face learning with electronic resources or use the flipped classroom blended learning model as the most understandable and accessible. The authors confirmed the assumption of the need to develop a generalized model of blended learning lessons, criteria for choosing a model and electronic resources, taking into account the studied content. When choosing electronic resources, the main criterion should be the scientific nature of the studied content, and not the convenience of the user interface. An important criterion is the cross-platform nature of educational resources, as well as the availability of guidelines for the inclusion of the proposed electronic resources in the educational process.
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Chaiyama, Nuanphan. "The Development of Blended Learning Management Model in Developing Information Literacy Skills (BL-ILS Model)." International Journal of Information and Education Technology 5, no. 7 (2015): 483–89. http://dx.doi.org/10.7763/ijiet.2015.v5.554.
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Long, Nguyen Tien, and Nguyen Van Hanh. "A Structural Equation Model of Blended Learning Culture in the Classroom." International Journal of Higher Education 9, no. 4 (May 14, 2020): 99. http://dx.doi.org/10.5430/ijhe.v9n4p99.
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Higher education institutions are increasingly recognizing the importance of learning culture as a core factor for students' sustainable learning and development. While the development of blended learning environments in higher education institutions has been steadily increasing in recent years, but how to establish a blended learning culture in the classroom? The above problem can be solved when this study achieves its purpose to explore the factors of blended learning culture in the classroom. The focus of this study was to explore a structural equation model (SEM) of blended learning culture. A case study at the Hanoi University of Science and Technology (HUST), Vietnam was conducted and collected with a sample size large enough (339 students). The results of factor analysis have explored the core factors of the blended learning culture. The SEM analysis has achieved a first-order model of blended learning culture. And lastly, the SEM-values analysis for the existence of blended learning culture in the classroom has confirmed that they positively impact the acceptance of blended classrooms by students. Thus, a SEM of blended learning culture has provided a functional framework for educators to systematically cover all that create the success and sustainability of blended classroom culture in the classroom.
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Hikmah, Afroh Nailil, and Ibnu Chudzaifah. "Blanded Learning: Solusi Model Pembelajaran Pasca Pandemi Covid-19." Al-Fikr: Jurnal Pendidikan Islam 6, no. 2 (December 28, 2020): 83–94. http://dx.doi.org/10.32489/alfikr.v6i2.84.
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Online learning has become a demand for education since the Covid-19 pandemic and continues in New Normal until it continues until post-pandemic even if teachers or lecturers have to develop learning strategies. Therefore teachers/lecturers are required to be literate in technology and always up to date on learning models, one of which is Blended Learning. This research itself is expected to explain what is meant by the Blended Learning Model. And, how is the application of the Blended Learning Model when applied to the new order after the Covid-19 pandemic. The research method in this article uses a literature review, where an action on the quality and new findings of scientific work. The development of a blended learning model is a combination of learning models carried out in an online and offline context. The allocation used is 50:50, meaning that from the time allocation provided, 50% for face-to-face learning activities and 50% for online learning. The same is the case with using a 75:25 composition and doing 25:75. Blended learning model development techniques that need to be developed; 1) Face-to-face Learning Model; 2) Learning Using Electronic Teaching Materials, and 3) Learning Using Technology Media.
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KAYALAR, Fethi. "SUB-MODEL OF BLENDED LEARNING: FLIPPED CLASSROOM MODEL." International Journal of Social Humanities Sciences Research (JSHSR) 7, no. 63 (January 1, 2020): 3790–96. http://dx.doi.org/10.26450/jshsr.2209.
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Wahjono, Hari, Bambang Budi Wiyono, Maisyaroh, and Mustiningsih. "Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service." Information 12, no. 12 (December 8, 2021): 511. http://dx.doi.org/10.3390/info12120511.
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This study aims to describe the implementation of online learning that is applied today, and to develop a blended learning model as a strategy to provide student services according to the diversity of potential, needs, interests, and learning speeds. This study used research and development design. Several stages were carried out, namely, conducting literature studies, planning, organizing, mapping basic competencies, carrying out learning activities, reporting, and dissemination. The preliminary research samples included 10,466 students, and the samples for the blended learning model trial included 144 students through random sampling. The results showed that many students were happy to study at home, whereas others were happy to study at school. The facilities to support online learning at home were sufficient. The online learning presented by the teachers was quite interesting and most parents support it. Based on these findings, a blended learning model was developed. The results of the model trial show that blended learning is very useful and there is a significant increase in student learning outcomes. The blended learning model is very effective at supporting online learning. It can provide optimal services to students according to their talents, interests, and abilities. For that, a special strategy is needed and the cooperation of all the elements of the school. The development of an IT-based management system is very helpful in monitoring the progress of students and increasing the awareness of teachers and parents in overseeing the success of learning. The blended learning model in high school can be one of the models for schools that implement a semester credit system.
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Eliyasni, Rifda, Ary Kiswanto Kenedi, and Inaad Mutlib Sayer. "Blended Learning and Project Based Learning: The Method to Improve Students’ Higher Order Thinking Skill (HOTS)." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 2 (December 27, 2019): 231–48. http://dx.doi.org/10.25217/ji.v4i2.549.
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The background of this research was the demands of the industrial revolution 4.0 era. Hence, the students should have high-oder thinking skills and lecturers must be able to create learning that was able to achieve these demands. This study examined the effect of Blended Learning and Project Based Learning in improving the students’ Higher Order Thinking Skill (HOTS). This research was an experimental research with a quasi-experiment design type. The sample of this research was 90 students from Primary School Teacher Education Department at State University of Padang. This research proven that the obtained t count = 4.374 with df = 392.24 and sig (1 way) = 0.000 where sig (1 way) <0.05. It concluded that there was an improving of students’ HOTS ability that learned using Blended Learning and Project Based Learning rather than of using Blended Learning only. This research of using Blende-Learning and Project Based learning could improve on students' higher-order thinking skills. This research implied using Blended Learning and Project Based learning model was an alternative to improve Higher Order Thinking Skill (HOTS).
Keywords: Blended Learning, Higher Order Thinking Skill (HOTS), Project Based Learning.
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Herayanti, Lovy, Wahono Widodo, Endang Susantini, and Gunawan Gunawan. "Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students." JPPS (Jurnal Penelitian Pendidikan Sains) 8, no. 2 (August 12, 2019): 1676. http://dx.doi.org/10.26740/jpps.v8n2.p1676-1683.
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Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.
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Siti Ambarli, Zulfiati Syahrial, and Mochammad Sukardjo. "PENGARUH MODEL BLENDED LEARNING ROTASI DAN KECERDASAN INTRAPERSONAL TERHADAP HASIL BELAJAR IPA DI SMP." Visipena Journal 11, no. 1 (June 29, 2020): 16–32. http://dx.doi.org/10.46244/visipena.v11i1.1089.
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The background of this research is based on low result of science learning outcomes and usage of Information and Communication Technology (ICT) in learning process that is not optimal yet at PB Soedirman Junior High School Jakarta. The general objective in this research is to know the effect of blended learning rotation model and intrapersonal intelligence on science learning outcomes in junior high school. It was a quantitative research with an experimental method and 2x2 treatment by level design. The results of data analysis and interpretation indicates that; (1) students who were using blended learning rotation model Lab Rotation had higher learning outcomes than those by blended learning rotation model Station Rotation; (2) there was an effect of interaction between blended learning rotation model and intrapersonal intelligence on student learning outcomes in science subject; (3) students with higher intrapersonal intelligence who were using blended learning rotation model Lab Rotation had higher learning outcomes than those by blended learning rotation model Station Rotation; (4) students with lower intrapersonal intelligence who were using blended learning rotation model Lab Rotation had lower learning outcomes than those by blended learning rotation model Station Rotation.
Abstrak
Penelitian ini dilator belakangi oleh masih rendahnya hasil belajar IPA serta pemanfaatan Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran yang belum optimal di SMP Islam PB Soedirman Jakarta. Tujuan umum yang ingin dicapai dalam penelitian ini adalah untuk mengetahui pengaruh dari penggunaan model blended learning rotasi dan kecerdasan intrapersonal yang dimiliki peserta didik terhadap hasil belajar IPA di SMP. Penelitian ini menggunakan metode eksperimen dengan desain penelitian treatment by level 2x2. Hasil analisis dan interpretasi data menunjukkan bahwa; 1) peserta didik yang menggunakan model blended learning rotasi tipe Lab Rotation memiliki hasil belajar IPA yang lebih tinggi dibandingkan dengan model blended learning rotasi tipe Station Rotation; 2) terdapat pengaruh interaksi antara model blended learning rotasi dan kecerdasan intrapersonal terhadap hasil belajar IPA peserta didik; 3) peserta didik dengan kecerdasan intrapersonal tinggi yang menggunakan model blended learning rotasi tipe Lab Rotation memiliki hasil belajar IPA yang lebih tinggi dibandingkan dengan model blended learning rotasi tipe Station Rotation; 4) peserta didik dengan kecerdasan intrapersonal rendah yang menggunakan model blended learning rotasi tipe Station Rotation memiliki hasil belajar IPA yang lebih tinggi dibandingkan dengan model blended learning rotasi tipe Lab Rotation.
Kata Kunci: blended learning, lab rotation, station rotation, kecerdasan intrapersonal, hasil belajar IPA
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Ratnawati, Dwi. "BLENDED LEARNING MODEL TO IMPROVE STUDENTS’ LEARNING INDEPENDENCE ON VISUAL PROGRAMMING COURSE." International Journal of Business, Humanities, Education and Social Sciences (IJBHES) 1, no. 1 (June 26, 2019): 12–15. http://dx.doi.org/10.46923/ijbhes.v1i1.20.
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Abstract- This research aims at finding out the improvement of student learning independence (KBM)through blended learning. The research method employs quasi experimental with design. There are 23students of Information Technology Education that divided into two sample groups, experiment class andcontrol class as the research subject. Experiment class was treated nonequivalent pre-test and post-test andgiven blended learning, while the control group was given conventional learning. The research instrumentconsists of preliminary competence test (KAM) and questionnaire of student learning independence. Thedata are analyzed quantitative descriptive. The research result shows that student learning independencein blended learning class does not improve better than the one which get conventional learning.
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TOIFUR, IMAM. "SIMANJA ESEMANIS ALTERNATIF MODEL PEMBELAJARAN BLENDED LEARNING DI SMA NEGERI 1 SALAMAN." TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 2, no. 1 (March 29, 2022): 23–32. http://dx.doi.org/10.51878/teaching.v2i1.1042.
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This best practice writing aims to describe: 1) the effectiveness of the blended learning model using Simanja Esemanis on the polynomial division material; 2) the impact of the blended learning model using Simanja Esemanis on the polynomial division material. The subjects of this best practice writing are 36 students of class XI MIPA 1 SMA Negeri 1 Salaman for the 2021/2022 academic year. The best practice writing uses a descriptive method. Collecting information on student activities through documentation and student learning outcomes using tests. The strategy used is blended learning with Simanja Esemanis. The implementation of the blended learning model using Simanja Esemanis can increase the effectiveness of learning mathematics. The average value of learning outcomes before the application of blended learning was 76.43 (enough category) and increased to 82.86 (good category) after the application of blended learning. The percentage of completeness also increased from 68.57% (classical incomplete) to 82.86% (classical complete). In addition, the implementation of the blended learning model with Simanja Esemanis also increases the activeness of students. This can be observed from the timeliness in collecting assignments given online and always filling out the attendance list according to learning hours. ABSTRAKPenulisan best practice ini bertujuan untuk mendeskripsikan: 1) efektivitas model pembelajaran blended learning menggunakan Simanja Esemanis pada materi pembagian polinomial; 2) dampak model pembelajaran blended learning menggunakan Simanja Esemanis pada materi pembagian polinomial. Subjek penulisan best practice ini adalah peserta didik kelas XI MIPA 1 SMA Negeri 1 Salaman Tahun Pelajaran 2021/2022 yang berjumlah 36. Penulisan best practice menggunakan metode deskriptif. Pengumpulan informasi aktivitas peserta didik melalui dokumentasi dan hasil belajar peserta didik dengan menggunakan tes. Strategi yang digunakan adalah pembelajaran blended learning dengan Simanja Esemanis. Implementasi model pembelajaran blended learning dengan menggunakan Simanja Esemanis dapat meningkatkan efektivitas pembelajaran matematika. Rata-rata nilai hasil belajar sebelum penerapan blended learning 76,43 (kategori cukup) meningkat menjadi 82,86 (kategori baik) setelah penerapan blended learning. Persentase ketuntasan juga meningkat dari 68,57% (tidak tuntas klasikal) menjadi 82,86% (tuntas klasikal). Selain itu, implementasi model pembelajaran blended learning dengan Simanja Esemanis juga meningkatkan keaktifan peserta didik. Hal ini bisa diamati dari ketepatan waktu dalam pengumpulan tugas yang diberikan secara online dan selalu mengisi daftar hadir sesuai jam pembelajaran.
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Gavin Zhang, Yulei, and Mandy Yan Dang. "Understanding Essential Factors in Influencing Technology-Supported Learning: A Model toward Blended Learning Success." Journal of Information Technology Education: Research 19 (2020): 489–510. http://dx.doi.org/10.28945/4597.
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Aim/Purpose: In this study, we aim to understand factors that can influence technology-supported learning, specifically in the blended environment. To do that, a research model is developed by incorporating factors from three perspectives, including self-related factors, technology and systems factors, and the instructional design factor. Background: Technology-supported learning has changed the way of instruction dramatically in higher education, from e-learning to the more recent blended learning. Because of the increased popularity and wide adoption of blended learning, it would be of importance for educators and researchers to know and understand factors that could lead to student success in the blended environment. Methodology: The survey method was used in this study. The study site is a freshman-level, introduction to computer information systems class, at a major public university located in the United States, which adopts the blended learning instructional method. In total, 699 students completed the survey. Contribution: This paper contributes to the existing literature by investigating potential, influential factors on blended learning success from multiple perspectives. In addition, a research model is developed and tested in order to systematically investigate and understand the impacts of those factors on student success in such a learning environment. Findings: Some interesting results have been identified. One is that students’ computer self-efficacy doesn’t play any significant role in influencing their perceptions of either the learning climate, task-technology fit, or the level of flexibility associated with blended learning. However, their own motivation to learn could significantly influence the first two of them. Another important result we find is that all four technology and systems related factors, including information quality, system quality, service quality, and media richness, have significant impacts on students’ perceptions of learning climate, task-technology fit, and blended learning flexibility. We also find that the instructional design factor can significantly influence blended learning success. Recommendations for Practitioners: This study offers a research model that researchers could adopt to evaluate student success in blended learning or technology-supported education in general. Recommendation for Researchers: This study offers a research model that researchers could adopt to evaluate student success in blended learning, or technology-supported education in general. Impact on Society: The higher education industry needs to gain a better understanding of how potential factors could influence student success in blended learning (or technology-supported learning in general) in order to ensure the success of the use of modern information technology and systems to assist students’ learning. Future Research: Future research can further examine and validate the research model proposed in this study on other class settings and with different types of study bodies. In addition, future research may identify other types of important factors and further extend the proposed research model.
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Bi, Xinwen, and Xiaodan Shi. "On the Effects of Computer-assisted Teaching on Learning Results Based on Blended Learning Method." International Journal of Emerging Technologies in Learning (iJET) 14, no. 01 (January 17, 2019): 58. http://dx.doi.org/10.3991/ijet.v14i01.9458.
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With the rapid development of the computer network technology, the blended learning method based on computer-assisted teaching has also been booming. This paper analyzes the connotations of blended learning and the architecture and main functions of the Moodle system by using research methods such as litera-ture analysis, development and research method and sample survey method and then establishes a blended learning model based on the Moodle platform. Then, with the course of C Programming Language as an example, this paper gives de-tailed design of the process and implementation plan of the blended learning model based on the Moodle platform. At last, this paper investigates and analyzes the teaching effects among teachers and students participating in the learning ac-tivity, and the results show that the blended learning model based on the Moodle platform is helpful to improving the teaching effects and can serve as a reference for the innovation of teaching models and methods.
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Dvornichenko, Darina, and Vadym Barskyy. "BLENDED LEARNING MODEL IN TEACHING MEDIA LITERACY." Science and Education 2021, no. 1 (March 2021): 49–56. http://dx.doi.org/10.24195/2414-4665-2021-1-7.
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This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Research & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of deriving an understanding of progress made by students, as well as analysing the fluctuations in students’ self-assessment of their own media literacy skills. The study also examined quantitative data to determine how many learners completed the course and how useful it was for them. By comparing the data from students who completed the online course combined with face-to-face sessions and those who completed the online course without attending face-to-face sessions, the research examined the benefits of blended learning model. It was found that the Psychology - Medicine - Education Science and Education, 2021, Issue 1 50 blended learning model turned out to be more effective in comparison with the ubiquitous learning model despite the uniformity of learning content. The findings and analysis offer several insights of blended-learning model and its application in formal and non-formal education.
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Pongantung, Henny, Elmiana B Linggi, Asrijal Bakri, and Pricilia Tore. "Strategi Pembelajaran Model Blended Learning Solusi Keterbatasan Dosen." Indonesian Journal of Learning Education and Counseling 3, no. 1 (September 9, 2020): 19–25. http://dx.doi.org/10.31960/ijolec.v3i1.412.
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STIK Stella maris saat ini mengunakan metode pembelajaran konvensional dengan metode student center learning (SCL). Hal ini cukup memberatkan dosen karena tenaga dosen cukup terbatas. Dengan melihat kondisi ini, peneliti mengusulkan solusi dengan menggunakan metode pembelajaran blended learning agar mahasiswa lebih banyak mendapatkan pengalaman belajar mandiri sesuai konsisi mahasiswa dan waktu yang digunakan dosen untuk masuk di kelas bisa dialihkan secara online. Tujuan penelitian menganalisis perbedaan pembelajaran metode blended learning dan metode konvensional terhadap peningkatan motivasi belajar mahasiswa di STIK Stella Maris Makassar. Penelitian ini adalah jenis quasy-eksperiment mengunakan rancangan pre- post test control group design. Teknik pengambilan sampel yaitu total sampling, jumlah sampel 200 mahasiswa, dibagi dalam kelompok intervensi dan kontrol. Teknik analisis data menggunakan uji Mann Whitney. Diperoleh hasil P=0,000;?=0,005 maka Ha diterima Ho ditolak. Hal ini menunjukkan perbedaan antara metode konvensional dan blended learning. Maka dapat disimpulkan bahwa metode blended learning dapat meningkatkan motivasi belajar mandiri pada mahasiswa dari pada metode konventional. Dari penelitian ini disarankan metode blended learning dapat diterapkan di STIK Stella Maris khususnya dan seluruh perguruan tinggi terutama dengan jumlah dosen yang terbatas.
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Sulthoniyah, Imroatus, Vina Nur Afianah, Kiki Rizkiatul Afifah, and Siti Lailiyah. "Efektivitas Model Hybrid Learning dan Blended Learning Terhadap Motivasi Belajar Siswa Sekolah Dasar." Jurnal Basicedu 6, no. 2 (February 18, 2022): 2466–76. http://dx.doi.org/10.31004/basicedu.v6i2.2379.
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Tujuan dari penelitian ini ialah untuk mengetahui efektivitas model hybrid lerning dan blended learning terhadap motivasi belajar siswa kelas IV MI Al-Karim Surabaya. Penelitian ini menggunakan jenis penelitian kuantitatif. Sampel terdiri dari dua kelas yaitu kelas eksperimen yang diberikan perlakuan model hybrid learning dan kelas kontrol yang diberikan perlakuan dengan model blended learning. Penelitian ini dilakukan di kelas IV MI Al-Karim Surabaya. Teknik pengumpulan datanya dilakukan melalui penyebaran angket lewat google form. Teknik analisis data yang digunakan yaitu analisis regresi linier berganda melalui aplikasi SPSS 22. Hasil dari penelitian ini menunjukkan bahwa model hybrid learning dan blended learning terbukti memberikan pengaruh yang positif terhadap motivasi belajar siswa di MI Al-Karim Surabaya. Sehingga dapat disimpulkan bahwa pembelajaran dengan menggunakan model hybrid learning dan blended learning efektif memberikan pengaruh positif terhadap motivasi belajar siswa sekolah dasar.