scholarly journals ANDROID-BASED-GAME AND BLENDED LEARNING IN CHEMISTRY: EFFECT ON STUDENTS’ SELF-EFFICACY AND ACHIEVEMENT

2020 ◽  
Vol 39 (3) ◽  
pp. 507-521
Author(s):  
Nur Fitriyana ◽  
Antuni Wiyarsi ◽  
Jaslin Ikhsan ◽  
Kristian Handoyo Sugiyarto
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Learning System ◽  
Face To Face ◽  
Use Of Technology ◽  
Eleventh Graders ◽  
Post Test ◽  
Learning Instruction ◽  
The Media ◽  
Face To Face Learning

The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random sampling as the research sample. The sample was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals Implementasi Blended learning untuk Meningkatkan Efektivitas Pembelajaran Online berbasis Classroom Mata Kuliah Profesi Keguruan pada Semester II di STIT Raden Wijaya Mojokerto Tahun Akademik 2019/2020

2021 ◽  
Vol 4 (1) ◽  
pp. 109-118
Author(s):  
Achmad Padi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Quantitative Methods ◽  
T Test ◽  
Study Program ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning ◽  
Two Stages ◽  
Academic Year

The formation of the Blended learning concept is due to an understanding of combining the power of face-to-face learning with online learning. This opens the possibility for a redesign that goes beyond enhancing the traditional classroom lecture. Blended learning represents a new approach and a combination of face-to-face learning with online learning activities that are consistent with specific program objectives. The problems that can be summarized by the author based on a survey in July 2020 to 45 students who are in the second semester class include; a total of 28% of students have not mastered the google classroom platform implemented by the STIT Raden Wijaya campus, 85.6% have difficulty understanding the learning materials delivered by the lecturers, 71.6% of students stated that there were many assignments and were burdened with deadlines for submitting assignments, and 82.7 % of students want face-to-face learning. Based on the focus of the study, this study aims to determine the increase in the effectiveness of classroom-based online learning through the implementation of blended learning for Teaching Professional Courses in Semester II at STIT Raden Wijaya Mojokerto for the 2019/2020 Academic Year. This research uses quantitative methods. This type of research is an experimental research. The subjects of this study were students of the even semester of the 2019/2020 academic year in the Islamic Education Study Program of STIT Raden Wijaya Mojokerto. The population of this study were second semester students (class 2019), with saturated sampling totaling 46 students consisting of 2 classes. Namely the experimental class 23 and the control class 23. The results of the study that have been discussed, it can be concluded that learning using blended learning is better than students who only use online learning. These results are proven by the results of the Independent Sample t-test, it is known that the average learning rate with blended learning is 56.00 greater than online learning which is 51.96. The analysis must go through two stages, namely the F test and the t test. It is known that F is 3,668 with a probability of 0.62, because 0.62> 0.05, it can be concluded that the two variants are the same or identical. t test post test results with Equal variances assumed (assuming the two variants are the same) is -3,748 with a probability of 0.001, because 0.001 <0.05; It can be concluded that on average, blended learning is different from online learning

scholarly journals SOSIALISASI PENGGUNAAN METODE PEMBELAJARAN BLENDED LEARNING DI MASA PANDEMI BAGI GURU DI MA ALKAHFI BOGOR

2021 ◽  
Vol 1 (3) ◽  
pp. 202-209
Author(s):  
Maya Nurfitriyanti ◽  
Fatwa Patimah Nursa’adah ◽  
Aulia Masruroh
Keyword(s):  
Blended Learning ◽  
Learning System ◽  
Internet Technology ◽  
Learning Method ◽  
Face To Face ◽  
Distance Learning System ◽  
The Subject ◽  
Face To Face Learning ◽  
The Government ◽  
New Policies

The Covid-19 pandemic has forced us to make habits that we never imagined before. This also triggers changes in the learning system from primary education to higher education. One of the changes in the education system is the distance learning system (PJJ). In this condition, teachers must quickly adjust the new policies issued by the government, namely by learning activities and teaching students from home to prevent the spread of COVID-19. One of the efforts to do so that learning runs effectively is the blended learning method. Blended learning combines computer and internet technology offered by online learning and face-to-face learning participation to provide the most effective and efficient experience. Using the correct learning methods, overcoming learning obstacles due to COVID-19 can be overcome. With the blended learning method, students learn independently, and teachers can continue to explain the subject matter using learning media such as the internet.

scholarly journals INOVASI PEMBELAJARAN AKUNTANSI DI YOUTUBE MENYONGSONG INDONESIA EMAS 2045

2021 ◽  
Vol 13 (1) ◽  
pp. 46-59
Author(s):  
Agus Suharsono
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Qualitative Data ◽  
Learning System ◽  
Easy Access ◽  
Educational Goals ◽  
Video Display ◽  
Face To Face ◽  
Use Of Technology ◽  
The Subject

Abstract — Indonesia is currently launching an era of demographic bonuses in which the productive population is more dominant than the non-productive population. They are the golden generation that will realize Indonesia Golden 2045. The subject of this research is about innovation in accounting learning to realize the educational goals of 2020, namely capacity building, modernization of the learning process with the use of technology, strengthening services, easy access, and can be felt by all levels of society. The method used is qualitative, data in the form of accounting learning videos on YouTube which are analyzed logically-inductively and then presented descriptively. The results of the study note that there is already an accounting learning video on YouTube but its nature is scattered so that it cannot be used as a complete learning medium for this purpose it is necessary to collaborate with several parties to create an integrated Accounting Learning account and complete one course in accordance with the established curriculum. In order for the video display to suit the tastes of the learner, the making involves students across campus. A complete accounting learning video can be used as a learning media with a blended learning system so that face-to-face meeting is more effective for practice and case studies.   Keywords: Accounting Learning; Millennial Generation; YouTube; Indonesia Gold 2045.

scholarly journals THE CONTENT OF THE CONCEPT “BLENDED LEARNING”

2021 ◽  
pp. 156-160
Author(s):  
Денис Андреевич Драндров ◽  
Герольд Леонидович Драндров
Keyword(s):  
Blended Learning ◽  
System Integration ◽  
Educational Material ◽  
Learning Technologies ◽  
Learning System ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Distance Learning Technologies ◽  
Planning Development

Ситуация с пандемией обострила необходимость более широкого применения дистанционных образовательных технологий в рамках системы смешанного обучения. Цель нашей работы заключается в раскрытии сущности и содержания понятия «смешанное обучение». Реферативный обзор отечественной и зарубежной научно-методической литературы показал, что смешанное обучение рассматривается исследователями по-разному: как система обучения, интеграция форм обучения, интеграция традиционного преподавания и онлайн-обучения, образовательная программа, педагогический подход. Мы полагаем, что специфика смешанного обучения не может быть сведена к своеобразию отдельных его элементов - только его содержания или методов и форм его организации. «Смешанное обучение» рассматривается нами как целостная педагогическая система, которая характеризуется качественным своеобразием содержания учебного материала, средств, методов и форм организации процесса его освоения и усвоения учащимися. Она интегрирует дидактические возможности традиционного очного обучения и электронного дистанционного обучения и предполагает активное участие учащегося в планировании, освоении и усвоении учебного материала, в применении знаний в практической деятельности, в контроле пути, времени, места, темпа и траектории обучения. The pandemic situation has exacerbated the need for greater use of distance learning technologies in blended learning. The purpose of our work is to reveal the essence and content of the concept of blended learning. An abstract review of domestic and foreign scientific and methodological literature showed that blended learning is considered by the researchers in different ways. They are learning system, integration of forms of education, integration of traditional teaching and online learning, educational program, pedagogical approach. We believe that the specifics of blended learning cannot be reduced to the originality of its specific elements: only its content, or methods and forms of its organization. Blended learning is considered by us as an integral pedagogical system, which is characterized by a qualitative originality of the content of educational material, tools, methods and forms of organization of the process of its development and assimilation by students. It integrates the didactic possibilities of traditional face-to-face learning and e-learning, involving the active participation of the student in the planning, development and assimilation of educational material; application of knowledge in practical activities, control of the path, time, place, pace and trajectory of learning.

scholarly journals Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Sanja Bauk ◽  
Snežana Šćepanović ◽  
Michael Kopp
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Kano Model ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
Survey Results ◽  
Face To Face Learning ◽  
Students Satisfaction

Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dys)functional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

scholarly journals DESAIN MODEL PEMBELAJARAN BLENDED LEARNING PADA PERKULIAHAN HUBUNGAN INTERNASIONAL

2019 ◽  
Vol 10 (1) ◽  
pp. 48-57
Author(s):  
Irwan Irwan ◽  
Monica Tiara ◽  
Rita Angraini
Keyword(s):  
International Relations ◽  
Blended Learning ◽  
Descriptive Analysis ◽  
Analysis Data ◽  
Learning Model ◽  
Internet Technology ◽  
Face To Face ◽  
Technology Tools ◽  
Use Of Technology ◽  
Face To Face Learning

Purpose of this researsch is to describe the design of the blended learning learning model in the course of International Relations in the Department of Social and Political Sciences, Universitas Negeri Padang. Blended Learning is a learning model that combines face-to-face lectures in class with online learning based on technology tools. This research is a qualitative research with descriptive analysis. Data is obtained through literature studies, documentation and asking for the opinions of experts related to the learning model that is appropriately implemented in learning in higher education. The results of this study are in the form of a learning model design with a combination of face-to-face learning with the use of technology in accordance with teaching materials and learning outcomes in the course of International Relations. Thus the pattern of interaction between lecturers and students is not always in the classroom but on various occasions who remain connected using internet technology tools. The blended learning design developed is expected to be coherent with the achievement of International Relations learning that has been compiled while increasing the mastery of technology by students and lecturers. 

scholarly journals Pedagogy of Effective Blended Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 8-20
Author(s):  
N.V. Andreyeva
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Personal Responsibility ◽  
Self Regulation ◽  
Educational Process ◽  
Assessment System ◽  
Modern Concept ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Face To Face Learning

The work is aimed at presenting a model of effective blended learning pedagogy, its values, key factors of effective blended learning, as well as recommendations for teachers and trainers. A review of the literature in recent years is presented. The basic principles of effective blended learning: the student is at the center of the educational process, focus not only on knowledge, but also on competencies, personalization, personal responsibility for the results of their own activities. The results obtained make it possible to say that the effectiveness of blended learning is influenced by design from a goal and a flexibility, mastery based learning and differentiation, personalization, learning communities, active and interactive learning, a change in the assessment system, educational independence and self-regulated learning, self-efficacy and the use of diagnostic tests. There is evidence that the modern concept of blended learning includes a change in pedagogical approach, although in widespread use it continues to be a combination of online and face-to-face learning. It is noted that modern research is aimed at identifying parameters that affect the effectiveness of blended learning, such as self-regulation and self-efficacy of students, the use of differentiated teaching by teachers, formative assessment, active learning. Recommendations are given for teachers and methodists to improve the effectiveness of blended learning.

scholarly journals The Effect of Blended Learning by Using Edmodo in Teaching English for Nursing Students

2018 ◽  
Vol 6 (2) ◽  
pp. 71-76
Author(s):  
Roudlotun Nurul Laili ◽  
Muhammad Nashir
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Blended Learning ◽  
T Test ◽  
Teaching English ◽  
Face To Face ◽  
Post Test ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
Learning By Using

Due to the developments of social networking in education, teachers have to provide the innovative techniques and select the best way in teaching learning process in classroom, especially in learning English as a foreign language so that the students are interested and eager to learn English. Edmodo as one of online learning media is believed to present an effective solution in the teaching English. This research investigates the effectiveness of blended learning by using Edmodo in teaching English for nursing students. This research used quasi experimental research design. It begins from conducting homogeneity test, deciding the experimental group and control group. Then, it was continued by giving activities to the control class using face to face learning and giving treatments to the experimental class that was using blended learning (combine face to face learning with online learning/Edmodo), then giving the same post-test to both classes. The result indicated that there was a signifcant effect of teaching English in blended learning by using Edmodo on nursing students. It is proved by the value of signifcant column of t-test table and the result is 0.000 which was lower than 0.05. Abstrak  Seiring perkembangan jejaring sosial dalam pendidikan, guru harus memberikan teknik inovatif dan memilih cara terbaik dalam proses pembelajaran di kelas, terutama dalam belajar bahasa Inggris sebagai bahasa asing sehingga siswa tertarik dan bersemangat untuk belajar bahasa Inggris. Edmodo sebagai salah satu media pembelajaran online diyakini menghadirkan solusi efektif dalam pengajaran bahasa Inggris. Penelitian ini mengkaji efektivitas pembelajaran campuran dengan menggunakan Edmodo dalam mengajar bahasa Inggris untuk mahasiswa keperawatan. Penelitian ini menggunakan desain penelitian quasi experimental. Dimulai dari melakukan uji homogenitas, menentukan kelompok eksperimen dan kelompok kontrol. Kemudian dilanjutkan dengan memberikan treatmen kepada kelas kontrol menggunakan pembelajaran tatap muka dan perlakuan ke kelas eksperimen yaitu menggunakan blended learning (menggabungkan pembelajaran tatap muka dengan pembelajaran online/Edmodo), kemudian memberikan post-test yang sama untuk keduanya. Hasil menunjukkan bahwa ada pengaruh yang signifkan dari kombinasi mengajar tatap muka dengan Edmodo terhadap kemampuan bahasa Inggris mahasiswa keperawatan. Hal ini dibuktikan dengan nilai kolom tabel t-test yang signifkan dan hasilnya adalah 0.000 yang lebih rendah dari 0.05 Keywords:  Edmodo; Blended Learning; Teaching English

scholarly journals The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses

2020 ◽  
Vol 4 (2) ◽  
pp. 143-150
Author(s):  
Barış Çiftçi
Keyword(s):  
Social Studies ◽  
Blended Learning ◽  
Control Group ◽  
Learning Method ◽  
Face To Face ◽  
Learning Group ◽  
Post Test ◽  
Face To Face Learning ◽  
The Impact ◽  
Experimental Group

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

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