scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN BLENDED LEARNING PADA MATA KULIAH PENDIDIKAN KEWARGA-NEGARAAN

EDUTECH ◽  
2018 ◽  
Vol 16 (3) ◽  
pp. 288
Author(s):  
Evi Susilawati
Keyword(s):  
Science Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Blended Learning ◽  
Civic Education ◽  
Mixed Methods Research ◽  
Learning Model ◽  
Technical Problems ◽  
Learning Programs ◽  
Face To Face Learning

Abstract. This study aimed to develop a blended learning model in the course of Civic Education and gained a blended learning model which was a learning model that combines face-to-face learning with online learning on Civic Education course. This research was a mixed methods research that combines qualitative and quantitative approach in one study. The approach of this study was based on data which had been collected, that is quantitative and qualitative data.The object of this study was blended learning model of Civic Education Course and the subject was students of Education and Science Education Faculty, Islamic University of North Sumatera. The sample was selected based on the mastery computer and previous experience on online lectures so that the students would not face some technical problems in following the learning activities The implementation of this research was only up to the third step of the research development step that was recommended by Borg and Gall and by using Dick and Carey ‘s learning design model as main reference , which involved collecting data, planning, and developing product. The result of this study was in the form of online learning programs that was packaged in Learning Management System (LMS) by using an application called Edmodo. This learning product is expected to provide alternative solu-tions to students’ learning problems and provide learning resources for students and lecturers of Civic Education at the Faculty of Education and Science Education, Islamic University of North Sumatera.Abstrak. Penelitian ini bertujuan untuk mengembangkan model pembelajaran blend-ed learning pada mata kuliah Pendidikan Kewarganegaraa (PKn) dan diperolehnya suatu mod-el pembelajaran blended learning, yaitu suatu model pembelajaran yang mengkombinasikan antara pembelajaran tatap-muka dengan pembelajaran online learning pada mata kuliah PKn. Penelitian pengembangan ini termasuk pada mixed methods research, yaitu pendekatan penelitian yang menggabungkan penelitian secara kualitatif dan kuantitatif dalam satu penelitian. Penggunaan pendekatan ini didasarkan pada data yang dikumpulkan, yaitu data kuantitatif dan kualitatif. Obyek dari penelitian pengembangan ini adalah model pembelajaran blended learning pada mata kuliah PKn. Sedangkan subyek penelitiannya adalah para maha-siswa Fakultas Kependidikan dan Ilmu Pendidikan Universitas Islam Sumatera Utara. Pemilihan subyek peneitian didasarkan pada penguasaan komputer dan sudah pernah mengikuti perkulia-han online, sehingga mahasiswa tidak akan menghadapi permasalahan teknis dalam mengikuti pembelajaran blended learning. Pelaksanaan penelitian penelitian pengembangan ini hanya sampai pada langkah ke 3 (tiga) dari pengembangan penelitian yang direkomendasikan oleh Borg and Gall dan dengan menggunakan rujukan utama model desain pembelajaran Dick and Carey yaitu pengumpulan data, perencanaan, dan pengembangan produk. Hasil penelitian dan pengembangan ini berupa produk pembelajaran dalam bentuk program pembelajaran online yang yang dikemas dalam sistem manajemen pembelajaran (LMS) dengan menggunakan aplikasi program Edmodo. Produk pembelajaran ini diharapkan dapat memberikan alternatif terhadap masalah belajar mahasiswa dan menyediakan sumber-sumber belajar bagi mahasiswa dan dosen pengampu mata kuliah Pendidikan Kewarganegaraan di Fakultas Kependidikan dan Ilmu Pendidikan Universitas Islam Sumatera Utara.

scholarly journals Blanded Learning: Solusi Model Pembelajaran Pasca Pandemi Covid-19

2020 ◽  
Vol 6 (2) ◽  
pp. 83-94
Author(s):  
Afroh Nailil Hikmah ◽  
Ibnu Chudzaifah
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Strategies ◽  
Time Allocation ◽  
Model Development ◽  
Learning Model ◽  
Learning Models ◽  
Face To Face ◽  
New Findings ◽  
Face To Face Learning

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.

scholarly journals Accessibility and Acceptability of The BMI Model at Institute of Teacher Training and Pedagogy

2018 ◽  
Author(s):  
Hansi Effendi ◽  
Z Mawardi Effendi ◽  
Hastria Effendi
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Research And Development ◽  
Blended Learning ◽  
Mobile Devices ◽  
Mobile Phones ◽  
Learning Model ◽  
Survey Method ◽  
Face To Face ◽  
Face To Face Learning

This reasearch aimed to analyze the accessibility and acceptability of Blended Mobile Instruction Model (BMIM) at Universitas Negeri Padang. The BMIM model is a kind of blended learning model which mix face-to-face learning in the classroom with online learning which uses mobile devices such as mobile phones and tablets. This article based on the result of the first of step of the research and development (R & D) which used Borg and Gall prosedures. The accessibility of BMIM was studied from three aspects: (1) ownership of mobile devices by lecturers, (2) ownership of mobile devices by students, and 3) the availability of online facilities owned by universities. While the acceptability of the model was measured by using the perception scale which is consisted of four components: (1) the knowledge, (2) the practical value, (3) the interest value, and (4) the difficulties of lecturers and students about BMIM. This research was conducted by using survey method with 100 respondens. This research found out that accessibility and acceptability of BMIM are very good. So the possibility of using BMIM as one of the alternative learning model at UNP in the future is very possible.

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals EFL Learners' Perceptions on Schoology Use in the Reading Class

2021 ◽  
Vol 5 (1) ◽  
pp. 10-26
Author(s):  
Ahmad Ridho Rojabi ◽  
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Blended Learning ◽  
English Language ◽  
Study Program ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Share Information

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

Student Perceptions of Online Learning During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Jesi Jecsen Pongkendek ◽  
Dewi Satria Ahmar ◽  
Haris Munandar ◽  
Muhammad Fath Azzajjad
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Perceptions ◽  
Random Sampling ◽  
Face To Face ◽  
Question Item ◽  
The Future ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Made In

Due to the COVID-19 pandemic, lectures must be conducted online. This research is a survey research to find out the perception of students in participating in online learning. Survey of Musamus University students in 6 faculties with a total of 262 respondents. Respondents were selected by proportionate stratified random sampling. The instrument used is a questionnaire made in google form with a total of 21 questions. Data analysis was carried out by calculating the percentage of each answer for each question item. Through this research, the results obtained are (1) Students realize online learning is a learning solution during the Covid-19 pandemic; (2) Students are happy with participating in online learning; (3) Students are enthusiastic to complete assignments; (4) Students realize that through the assignment of lecturers their knowledge is increasing; (5) Students find online learning beneficial for them; (6) Students have mastered the use of online learning platforms; (7) Students hope that online learning will no longer be carried out in the future. Students also prefer face-to-face learning compared to blended learning and online learning, but some students have realized that the blended learning model is an alternative in learning that can be applied in the future

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

Blended Learning

2011 ◽  
pp. 85-87
Author(s):  
Kathleen P. King
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Delivery System ◽  
The Other ◽  
Face To Face ◽  
Technological Context ◽  
Face To Face Learning

Blended learning goes by several names, the other major one being hybrids. What is meant by these various terms is that more than one delivery system is being used for one course. And in most cases educators are referring to face-to-face learning and online learning being paired in some combination when they use the term blended learning in a technological context.

scholarly journals Applying Blended Learning Approach to Teaching English to Master's Students

2019 ◽  
Vol 69 ◽  
pp. 00061
Author(s):  
Anna Kirillova ◽  
Evgeniya Koss ◽  
Inna Usatova
Keyword(s):  
Blended Learning ◽  
Oral Communication ◽  
Learning Model ◽  
Educational Process ◽  
Learning Approach ◽  
State University ◽  
Teaching English ◽  
Master's Students ◽  
Face To Face ◽  
Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

Implementing and Promoting Blended Learning in Higher Education Institutions

2010 ◽  
pp. 70-87 ◽  
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

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