scholarly journals BLENDED LEARNING AS A METHOD FOR IMPROVING STUDENTS’ ACHIEVEMENT IN DERMATOTHERAPY: A PRELIMINARY STUDY

2020 ◽  
Vol 9 (3) ◽  
pp. 249
Author(s):  
Sri Linuwih Menaldi ◽  
Hanny Nilasari ◽  
Githa Rahmayunita ◽  
Siti Farida ◽  
Nanda L. Prasetya
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Test Score ◽  
Learning Objectives ◽  
Learning Activities ◽  
Bivariate Analysis ◽  
Learning Method ◽  
Face To Face ◽  
Post Test ◽  
E Learning

Background: Dermatotherapy is an important topic in Dermatology and Venereology module. The time allocated for dermatotherapy topic is limited, so that the development of learning method is needed to achieve the learning objectives. Blended learning is a combination of e-learning and face to face lecture session. This method is often used when there is less time available for lecturing and limited number of teachers. This learning method is expected to be more effective and efficient for the students and also the teachers. This study was conducted to examine the effectiveness of blended learning method used in dermatotherapy topic, and to identify the obstacle of using this method. Methods: This study is a cross sectional study, using quantitative and qualitative approach, involving 22 fifth-year medical students of Faculty of Medicine Universitas Indonesia who enrolled in dermatology and venereology module. We collected data from questionnaire, pre and post-test, and feedback from the students. Comparison of pre-test and post-test results were analysed using paired T test, and followed by bivariate test of students’ characteristic, gadget usage and e-learning activities associated with the increased post-test score.Results: An increased in post-test score was found to be statistically significant (p<0.05). Approximately 95,4% of students passed the final exam on the dermatotherapy subject. Bivariate analysis revealed that the number of gadgets owned, digital usage and e- learning activities did not have a significant effect on the post-test score. Based on the students’ feedback, blended learning had a positive impact on helping their learning process; however, the materials of e-learning must be interactive, informative and comprehensive. Face-to-face lecture is still an important component in learning hence it is irreplaceable. Conclusion: Blended learning is an effective method of learning and should be considered if there is limitation of lecture time and number of teachers available. By using this method, medical students are more flexible in their study and it can be adjusted to their own learning style hence heling them understand better. Further development and improvement are needed for this method as to achieve the learning objectives.  Keywords: blended learning, dermatotherapy, medical students

scholarly journals Al-Qur`an Learning Innovation Based on Blended Cooperative e-Learning in School

2020 ◽  
Vol 10 (4) ◽  
pp. 47
Author(s):  
Ahmad Mujib ◽  
Marhamah Marhamah
Keyword(s):  
Cooperative Learning ◽  
Blended Learning ◽  
Student Motivation ◽  
Learning Objectives ◽  
The Other ◽  
Digital Learning ◽  
Learning Method ◽  
Face To Face ◽  
E Learning ◽  
Development Methods

Learning Al-Qur'an in schools today still uses the old methods, drill and lecture. So students are not involved in learning, on the other hand, they become the object of learning itself. Al-Qur'an learning innovation is absolutely necessary, in order to stimulate student motivation and create a pleasant atmosphere of learning. Blended Learning Method is the combination of face-to-face and non-face-to-face methods both through offline and online digital learning. This method becomes a solution for learning Al-Qur'an because of the lack of face-to-face hours and it is not achieving the true learning objectives of Al-Qur'an. The purpose of this research is to find out the best solution in learning Al-Qur'an. The object of this research is the method of learning Al-Qur’an in Senior high schools (SMA) Muhammadiyah 16 Jakarta. This study used Research and Development methods. After conducting in-depth research, the results are found that the learning model of Al-Qur’an in SMA Muhammadiyah 16 needs to be developed into blended cooperative learning based e-learning.

scholarly journals Involving postgraduate medical students in pharmacology practical classes by e-learning

2019 ◽  
Vol 14 (1) ◽  
pp. 26-31
Author(s):  
Asma Akter Abbasy ◽  
Mir Misbahuddin
Keyword(s):  
Medical Students ◽  
Procedural Knowledge ◽  
Face To Face ◽  
Class A ◽  
Virtual Class ◽  
Virtual Classes ◽  
Post Test ◽  
E Learning ◽  
Questionnaire Surveys ◽  
Teaching Modules

The aim of the present study was to evaluate the effectiveness of e-learning (virtual class) in achieving procedural knowledge necessary to conduct practical class in the laboratory. In this study, teaching modules were prepared on eight selected topic related to pharmacology laboratory works. Virtual classes were conducted among the postgraduate MD students (n=26) of this Department. To know the existing procedural knowledge pre-test was taken before the classes and to evaluate the effectiveness of virtual class,  a post-test was carried out seven days later. To get the feedback from students, two additional questionnaire surveys were done. The performance of each student improved in the post-test in comparison to the pre-test. Most of the students mentioned that virtual class was easier in comparison to face to face class. But they preferred combination classes to learn procedural knowledge.

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 Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students

2019 ◽  
Vol 8 (2) ◽  
pp. 1676
Author(s):  
Lovy Herayanti ◽  
Wahono Widodo ◽  
Endang Susantini ◽  
Gunawan Gunawan
Keyword(s):  
Blended Learning ◽  
Group Discussion ◽  
Learning Model ◽  
Learning Theories ◽  
Learning Method ◽  
Student Responses ◽  
Physics Students ◽  
Face To Face ◽  
E Learning ◽  
Further Development

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.

MODEL BLENDED LEARNING UNTUK MATA KULIAH INTRODUCTION TO LINGUISTICS PADA PRODI PENDIDIKAN BAHASA INGGRIS STKIP PGRI SUMBAR

2017 ◽  
Vol 11 (3) ◽  
pp. 177
Author(s):  
Yendra Yendra ◽  
Willy Satria ◽  
Wahyudi Rahmat
Keyword(s):  
Research And Development ◽  
Blended Learning ◽  
Learning Model ◽  
Learning Method ◽  
Model Design ◽  
Face To Face ◽  
Information Center ◽  
E Learning ◽  
On Line ◽  
Face To Face Learning

<p><strong> </strong></p><p align="center"><strong><em>Abstract</em></strong></p><p>               <em>The development of technology, especially information technology (internet), gradually unintentionally gives influence to education either directly or indirectly. The influence is clearly visible one of them to the method of learning. Learning methods that used to be done only face-to-face in the classroom and make the educator as a center of information (conventional) gradually begin to change towards learning that is also on-line based on the internet as an information center (E-Learning internet based). In STKIP PGRI Sumatera Barat E-Learning internet based learning method itself has been introduced and implemented since 2014, but has not been maximally optimized. This is because the method does not have a standard in its implementation, and also conventional face-to-face learning method can not be abandoned completely, hence there is overlap between the two. Accordingly, this study developed a model of learning that combines the concept of conventional learning with the concept of E-Learning internet based called Blended Learning. Blended Learning model is expected to be a solution to the above problems, so that the learning process can be implemented effectively. This research is research and development research (R &amp; D) with the outcome is a product that is learning model design</em>.</p><p align="center"><em> </em></p><p align="center"><strong><em>Abstrak</em></strong></p><p><em>Berkembangnya teknologi khususnya teknologi informasi (internet), berangsur angsur tanpa disadari memberikan pengaruh terhadap pendidikan baik secara langsung maupun tidak langsung. Pengaruh tersebut terlihat jelas salah satunya terhadap metode pembelajaran. Metode pembelajaran yang dulunya dilakukan hanya secara tatap muka di dalam kelas dan menjadikan pendidik sebagai pusat informasi (konvensional) berangsur mulai berubah ke arah pembelajaran yang juga bersifat on-line yang berbasis kepada internet sebagai pusat informasi (E-Learning internet based). Di STKIP PGRI Sumatera Barat metode pembelajaran E-Learning internet based sendiri sudah diperkenalkan dan diterapkan sejak tahun 2014, tetapi belum telaksana secara maksimal. Hal ini disebabkan karena metode tersebut belum memiliki standar baku dalam pelaksanaannya, dan juga metode pembelajaran tatap muka secara konvensional belum bisa ditinggalkan secara utuh, karenanya terjadi tumpang tindih antara keduanya. Sehubungan dengan itu, pada penelitian ini dikembangkan sebuah model pembelajaran yang menggabungkan konsep pembelajaran konvensional dengan konsep E-Learning internet based yang disebut dengan Blended Learning. Model pembelajaran Blended Learning ini nantinya diharapkan dapat menjadi solusi atas permasalahan tersebut di atas, sehingga proses pembelajaran dapat terlaksana secara efektif. Penelitian ini adalah penelitian riset dan pengembangan (Research and Development/RnD) dengan luarannya adalah sebuah produk yaitu desain model pembelajaran. </em></p><p> </p>

scholarly journals Effect of using Blended Learning Method on Final Year Students of BAMS to Learn Shalyatantra

2021 ◽  
pp. 129-134
Author(s):  
Pooja Shrivastav ◽  
Babaji Ghewade ◽  
Shweta Parwe ◽  
Devyani Dasar
Keyword(s):  
Blended Learning ◽  
Teaching Method ◽  
Traditional Learning ◽  
Learning Method ◽  
Face To Face ◽  
Conventional Teaching ◽  
E Learning ◽  
Group A ◽  
Face To Face Learning ◽  
Group B

Background: E – learning has been considered as one the most up-to-date learning techniques, which come with a slew of benefits like it allows worker to be trained, educated etc and negative aspect like dependence on technology, a lack of motivation, and a lack of human touch. Blended learning, on the other hand, is a mix of online and face-to-face learning. The aim of this study is to compare the efficacy of blended learning to traditional learning. Aim and Objectives: To study the effect of Blended learning method on Final year BAMS students in comparison with conventional teaching method to learn Shalyatantra. Methodology: The Final year BAMS students of MGAC.H & RC will be selected for the study and equally divided in two equal groups i.e A and B. ‘Kshar Karma’ will be taken as study topic. In Group A, topic will be taught by Conventional method while in Group B it will be taught by Blended learning method. Senior and experienced Shalyatantra faculty will be chosen. Sensitization of teacher and final year BAMS student regarding Blended learning method will be done. Total 70 students will be equally divided into two groups. Pretest (before commencing study) and posttest (after sessions) form consisting of 20 MCQ will be distributed and filled up by the participants.   Results: Result will be drawn on the basis of the observations. Conclusion: Conclusion of the study will be drawn on the basis of statistical data calculated.

scholarly journals PENGEMBANGAN MODEL BLENDED LEARNING MENGGUNAKAN BLOGGER

Vidya Karya ◽  
2018 ◽  
Vol 32 (2) ◽  
pp. 117
Author(s):  
R. Ati Sukmawati ◽  
Harja Santana Purba ◽  
Nuruddin Wiranda
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Method ◽  
Face To Face ◽  
Limited Space ◽  
Unlimited Time ◽  
Media Learning

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

scholarly journals A Flipped Classroom to Enhance Students’ Self-Direction in Informatics and Physics Engineering

2018 ◽  
Vol 24 (1) ◽  
pp. 13-22
Author(s):  
Dina Adinda
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Learning Activities ◽  
Significant Progress ◽  
Online Learning Environments ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face ◽  
Post Test ◽  
The University

As one of the blended learning forms, a flipped classroom has its specific typology to differentiate itself from other blended learning models. Aims to support student-centered learning activities in which self-direction in learning might be fostered, the effect of flipped classroom scenario to students' self-direction had never been reviewed. This work, performed at the University of Strasbourg, involved lecturers who teach informatics and physics engineering course. First, observations of the online learning environments and face-to-face classes had been managed. Second, a pre and post-test questionnaire, which aimed to measure its participants' progress on self-direction, had been fulfilled by the students. This study pointed out that students enrolled in a translated flipped classroom course had not developed their self-direction competence. However, the significant progress of students' self-direction in learning has been documented among students enrolled in a course with an interactive flipped classroom scenario.

Penerapan Pbm Menggunakan Metode Blended Learning untuk Meningkatkan Keterampilan Berpikir Kritis dan Aktivitas Belajar Mahasiswa Pendidikan Fisika pada Matakuliah Biologi Dasar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rini Dian Anggraini ◽  
Titi Solfitri
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Method ◽  
Face To Face ◽  
Basic Biology ◽  
Face To Face Learning

Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis siswa dan kegiatan belajar siswa pendidikan fisika dengan menerapkan model pembelajaran berbasis masalah (PBM) dengan metode blended learning. Metode blended learning diterapkan dengan mengintegrasikan pembelajaran tatap muka dengan pembelajaran online ke dalam sintaks pembelajaran PBM (langkah). Bentuk pembelajaran tatap muka dilakukan di dalam kelas, sedangkan bentuk pembelajaran online dilakukan dengan memanfaatkan fasilitas internet dan forum diskusi kelas online. Jenis penelitian adalah penelitian tindakan kelas (PTK) dengan metode penelitian deskriptif kuantitatif. Studi ini akan direncanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap: perencanaan, melakukan, observasi, dan refleksi. Subjek penelitian ini adalah mahasiswa semester 1 fisika yang mengambil mata pelajaran biologi dasar dan dosen mata kuliah. Instrumen yang digunakan untuk mengumpulkan data adalah lembar tes berpikir kritis dan lembar observasi. Data hasil tes dilakukan dengan menghitung persentase berpikir kritis dan menentukan kriteria. Data kegiatan belajar yang diamati juga dihitung menggunakan rentang nilai yang muncul dan menentukan kriteria. Hasil penelitian menunjukkan bahwa persentase keterampilan berpikir kritis siswa pada siklus I adalah 52,12% (cukup kritis), sedangkan pada siklus II meningkat menjadi 63,27% (kritis). Kegiatan mengajar dosen pada siklus I dan siklus II adalah sama yaitu 36 (kategori baik). Aktivitas belajar siswa pada siklus I adalah 35 (kategori baik) dan pada siklus II yaitu 34 (kategori baik). Kesimpulan dari penelitian ini adalah penerapan pembelajaran berbasis pembelajaran (PBM) menggunakan metode blended learning dapat meningkatkan berpikir kritis dan aktivitas belajar siswa pendidikan jasmani dalam mata pelajaran biologi dasar.   This study aims to improve students' critical thinking skills and learning activities of physics education students by applying problem-based learning model (PBM) with blended learning method. The blended learning method is applied by integrating face-to-face learning with online learning into the PBM learning syntax (step). Form of face-to-face learning is done in the classroom, while the form of online learning is done by utilizing internet facilities and online class discussion forums. The type of research is classroom action research (PTK) with quantitative descriptive research method. This study will be planned in two cycles. Each cycle consists of four stages: planning, doing, observation, and reflection. The subjects of this research are physics semester 1 students who take basic biology subject and lecturer of course subject. Instruments used to collect data are critical thinking test sheets and observation sheets. The test result data is done by calculating the percentage of critical thinking and determining the criteria. The observed data of learning activity is also calculated using the range of values ​​that appear and determine the criteria. The results showed that the percentage of critical thinking skills of students in the first cycle is 52.12% (quite critical), while in cycle II increased to 63.27% (critical). The teaching activities of lecturers in cycle I and cycle II are the same is 36 (good category). Student learning activity in cycle I is 35 (good category) and on cycle II that is 34 (good category). The conclusion of this research is application of learning based learning (PBM) using blended learning method can improve critical thinking and student learning activities physical education in basic biology subject.

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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