scholarly journals Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning

2021 ◽  
Vol 18 (3) ◽  
pp. 83-102
Author(s):  
Hadiyanto Hadiyanto ◽  
◽  
Failasofah Failasofah ◽  
Armiwat Armiwati ◽  
Mukhlash Abrar ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Learning Method ◽  
Self Evaluation ◽  
Hard Skills ◽  
Quasi Experimental ◽  
The Impact

The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students’ 21st century skills and GPA.

scholarly journals The Differential Impact of the Experiential- Entrepreneurial Learning Method on the Entrepreneurial Intentions of Higher Education Students

2021 ◽  
Vol 20 (9) ◽  
pp. 236-254
Author(s):  
Yasin Mohammed Ali ◽  
Reda Darge Negasi
Keyword(s):  
Higher Education ◽  
Teaching Method ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Learning Method ◽  
Differential Impact ◽  
Entrepreneurial Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

This study has comparatively examined the differential impact of the experiential-entrepreneurial learning method on the entrepreneurial intentions of students against the traditional entrepreneurial-teaching method of the course in Entrepreneurship and Small Business Management in Wollo University, Ethiopia. The research design appropriated was a quasi-experimental non-equivalent comparison-group design. The data for the study were drawn from 202 prospective graduating students. An entrepreneurial-intentional questionnaire (EIQ) was used to collect the data. To test the impact of course intervention, ANCOVA and SEM_path analysis were employed. As the findings indicated, a significant mean difference in the entrepreneurial intention and its antecedents were obtained between the experiential-entrepreneurial method and the traditional entrepreneurial-teaching method group of the study participants. The relationships of variables included in the theory of planned behavior (TPB) have been affected by the two teaching-learning methods univocally. The findings have practical implications and recommendations for the teaching-learning processes of entrepreneurship in higher education.

scholarly journals Using Technology to Change Education : Blended Learning in the Science Classroom

2020 ◽  
Author(s):  
LaToya Washington
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Science Classroom ◽  
Successful Implementation ◽  
Technology And Learning ◽  
Adoption And Implementation ◽  
The Impact

This paper intends to highlight the trends in technology over several years and contrast the differences in adoption and implementation between the field of education and the rest of the world. Education has been slow to adopt new practices and continues to remain less technologically advanced than the society it aims to educate. The focus of this review is to call attention to the impact on science education using journal articles and reports in the fields of education, educational technology, and learning and behavioral sciences. By being reluctant to incorporate technology, science educators miss out on the opportunity to enhance the learning of their students using strategies such as blended learning. Blended learning can be a tool that aids in the development and strengthening of the 21st century skills needed by students to think critically, apply learning, and solve real-world problems in the classroom, in the workforce, in higher education, and most importantly, in their daily lives. Blended learning is a strategy made possible by ICT implementation. Successful implementation requires clear vision, detailed and intentional planning, training, monitoring, and adjustment. Leaders should look to the experiences of others to plan for success and avoid pitfalls. Well-planned and poorly-planned technology projects are documented in the literature that can be used as learning examples. Keywords: blended learning, educational technology, science education, 21st century skills, ICT

scholarly journals Blended Learning with Science-Technology-Society Approachment: a Literature Review

2021 ◽  
Vol 4 (2) ◽  
pp. 173-177
Author(s):  
Nuril Huda ◽  
Mustaji Mustaji ◽  
Fajar Arianto
Keyword(s):  
Literature Review ◽  
Blended Learning ◽  
Learning Process ◽  
Negative Impact ◽  
Positive Impact ◽  
Learning Method ◽  
Science Technology Society ◽  
Science Technology ◽  
The World ◽  
The Impact

One of the efforts made so that humans are able and able to develop theirpotential is through a learning process. Blended learning encourage sstudents to be more active and increases independence in learning.Students are required to learn and access material independently, andcomplete assignments given by the teacher, both individually and in groups.This literature review aims to discuss strategies for implementing blende dlearning as a student learning method. With the development of science andtechnology which is increasingly rapid, nowadays it has a lot to affecthuman life so that it can have a positive impact, namely improving thequality of life and making human work easier. The negative impact is thatit can cause changes in the values, norms, rules, or morals of life adopte dby the community. Therefore we need people who are able to think critically,creatively, logically and take the initiative in responding to issues in societythat are caused by the impact of the development of science and technology,especially in the world of education.

THE IMPLEMENTATION BLENDED LEARNING METHOD USING ARTICULATED STORYLINE IN CLASS 4 FRACTION LEARNING, MUHAMMADIYAH PRIMARY SCHOOL, PANGKALPINANG

2021 ◽  
Vol 4 (1) ◽  
pp. 40-47
Author(s):  
Fandi Nugroho ◽  
Muhammad Iqbal Arrosyad
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Blended Learning ◽  
Mathematics Learning ◽  
Logical Reasoning ◽  
Learning Method ◽  
School Students ◽  
Mathematical Problems ◽  
Research Students ◽  
The Impact

This study aims to describe the implementation of multimedia learning in blended learning in mathematics in grade 4 elementary schools on the topic of fractions. Articulated storyline is an effective medium for elementary school students that is easily developed as one of the multimedia blended learning used in the blended learning method. In our research we examined how the impact of implementation blended learning using multimedia articulated storylines, In this case, it is also discussed how the influence of multimedia articulation storylines as one of the multimedia that can be developed easily to help teachers in distance learning, especially mathematics learning in schools. Primary school related to fraction learning. In this research, students are taught how to interpret the understanding of the concept of fraction problems and proof in life related to mathematics learning problems, so that they can describe mathematical problems and can understand the concept of fractions using logical reasoning so that they are able to prove reasoning about fraction problems according to their abilities. The use of reasoning is needed to determine the concepts that have been made based on the understanding of the concept of fractions that the students have. This study was designed to see the effect of blended learning which is applied as a learning model used to teach logical reasoning in mathematics learning, especially about fraction problems, and how the effect of the application of blended learning on learning outcomes of primary school students at Muhammadiyah Elementary School Pangkalpinang

scholarly journals The Effectiveness of Using Blended Learning with Google Classroom and Zoom Media on Students' Understanding

2021 ◽  
Vol 2 (2) ◽  
pp. 99
Author(s):  
Wasti Reviandani
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Direct Interaction ◽  
Analysis Tool ◽  
Teaching Activities ◽  
Corona Virus ◽  
The Impact

The teaching and learning process is the core of education. Everything that has been programmed will be carried out in the teaching and learning process where interaction and involvement is needed between educators and students with materials as the medium. Teaching activities at the strata 1 level involve educators called lecturers and students called students. In general, teaching activities are carried out offline, which involves direct interaction between lecturers and students. At the beginning of 2021, rumors began to appear that there was a global disaster of the Corona Virus Disease (COVID-19) pandemic, which initially Indonesia considered that the Corona virus was impossible to enter Indonesia. However, the development of the virus is so fast. Indonesia finally announced in early March 2021 as a country experiencing the impact of the global disaster due to the COVID -19 pandemic. This study wants to find out how effective it is to use blended learning by using google classroom and zoom to improve the understanding of FEB students at Muhammadiyah University of Gresik. This research is a quantitative research using causal clause relationship, using SPSS version 23.0 analysis tool. The results obtained from this study are that the Google Classroom and Zoom applications partially and simultaneously have a significant positive effect on student understanding.

scholarly journals PERSEPSI SISWA DALAM STUDI PENGARUH DARING LEARNING TERHADAP MINAT BELAJAR IPA

2019 ◽  
Vol 1 (2) ◽  
pp. 30-38
Author(s):  
Sobron A.N, Bayu, Rani, Meidawati
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Research Method ◽  
Experimental Methods ◽  
Independent Learning ◽  
Learning Science ◽  
Learning Method ◽  
Effective Learning ◽  
Quasi Experimental ◽  
Collaborative Activities

Daring Learning provides effective learning methods, such as practicing with the existence of relevant feedback, combining collaborative activities with independent learning. Learning in the classroom with a combination of online learning gives students more interest. This study aims to develop a study of the influence of Daring Learning on the interest in learning science of grade VI students at third Elementary School of Karanglo Tawangmangu. This research method consist 26 students using quasi-experimental methods (Quasi Experiments), the population divided into 2 classes including class VI A with 13 students and class VI B with 13 students. Sampling taken in class VI A as the experimental class and class VI B as the control class. The results showed that the learning process using the Daring Learning method especially in science at third Elementary School of Karanglo Tawangmangu had used interesting media, concluding that Daring Learning-based interactive learning media, students were increasingly enthusiastic and not boring especially in learning science using the Daring Learning method. Based on the research stated on the questionnaire responses of students with Daring Learning, it shows that the cateralization is agrees to allow Daring Learning method in third Elementary School of Karanglo Tawangmangu.

scholarly journals Comparative Study Management Of Training (MOT) Between Blended Learning And Fully Online Learning Methods

2021 ◽  
Vol 24 (2) ◽  
pp. 24
Author(s):  
Yunni Susanty
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Quantitative Methods ◽  
Sampling Technique ◽  
Statistical Test ◽  
Training Institution ◽  
Learning Method ◽  
Parametric Statistical Test

The COVID 19 pandemic also has an impact on the education and training aspects of the State Civil Apparatus. MOT training in Puslatbang PKASN LAN, which was originally carried out by blended learning in 2019, has been changed to fully online learning in 2020, as an effort to reduce the spread of the COVID 19 virus. The purpose of this study is to find out whether there are differences on the learning outcomes between MOT participants in 2019, which attended by 30 people, and MOT participants in 2020, which attended by 25 people. Data processing and analysis techniques in this study using quantitative methods. The statistical test used is the non-parametric statistical test using the Mann Whitney U test. The sampling technique used was total sampling, where all members of the population were used as samples. The results revealed that there was no difference in the learning outcomes of MOT participants between those using the blended learning method and those using the fully online learning method. Based on this information, fully online learning is very possible to be applied. Nevertheless, the Training Institution must pay attention to the availability of facilities and infrastructure that support the learning process electronically. Also, the limited interaction between lecturers and participants when doing online learning should be balanced with the ability of lecturers to convey material with technology-based learning techniques. In this case, the roles of all parties will determine the optimal achievement of the fully online learning process.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

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