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 PENERAPAN BLENDED LEARNING DALAM RANGKA MEMPERSIAPKAN SEKOLAH DAN MASYARAKAT UNTUK TATANAN KEHIDUPAN BARU

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Suwarno Suwarno ◽  
Teguh Pramono ◽  
Ajie Hanif Muzaqi
Keyword(s):  
Blended Learning ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Methods ◽  
Great Opportunity ◽  
New Normal ◽  
Face To Face ◽  
Implementation Method ◽  
Face To Face Learning ◽  
Learning School

ABSTRACT The COVID 19 pandemic has demanded that people adapt to a new normal life, including theeducation sector. This condition is a challenge for schools and the community. To avoid thewidespread spread of the Covid-19 virus, schools must temporarily stop face-to-face learningactivities. The blended learning method is a solution to these conditions. Blended learningactivities are not only seen as a combination of online and face-to-face learning. However,this learning activity has a great opportunity to integrate innovation in educationaltechnology and can be done online or face-to-face. Besides, blended learning is a solution toanswering challenges in assembling learning and developing students' creativity. Even in thelong term, blended learning is an important requirement for every school to face a brighterfuture. The implementation method in this program consists of the planning, implementation,and evaluation stages. The partners involved in this program are a team of IT experts at theLocal Government of Kediri. Also, the partners involved are also active as speakers ofeducational technology. The results of this program are expected that teachers and schoolscan innovate in developing learning methods so that education in Indonesia will develop.Keywords: Blended Learning, School, EducationABSTRAKPandemi Covid 19 memaksa masyarakat untuk beradaptasi dengan tatanan kehidupan yangbaru tak terkecuali di dunia pendidikan. Kondisi ini menjadi tantangan tersendiri bagi sekolah,dan masyarakat. Guna menjaga dari semakin maraknya penyebaran virus Covid-19, sekolahterpaksa menghentikan kegiatan belajar tatap muka di kelas untuk sementara. Metodepembelajaran blended learning menjadi solusi di tengah kondisi seperti ini. Aktivitaspembelajaran blended learning bukan hanya dilihat sebagai kombinasi online denganpembelajaran tatap muka saja. Namun aktivitas pembelajaran ini sangat berpeluang untukmengintegrasikan inovasi di bidang teknologi pendidikan dan dapat di ajarkan secara onlinemaupun tatap muka. Selain itu, blended learning juga sebagai solusi dalam menjawabtantangan dalam merangkai pembelajaran serta pengembangan kreativitas peserta didik,bahkan dalam jangka panjang pembelajaran berbasis blended learning menjadi kebutuhanpenting bagi setiap sekolah guna menyongsong masa depan yang lebih cerah. Metodepelaksanaan dalam pengabdian ini terdiri dari tahap perencanaan, pelaksanaan, dan evaluasi.Mitra yang dilibatkan dalam pengabdian ini adalah tim tenaga ahli IT di Pemerintah Kota Kediri. Selain itu mitra yang terlibat juga aktif sebagai pembicara di bidang teknologipendidikan. Sedangkan sasaran dari pengabdian ini adalah guru dan Dinas Pendidikan. Hasildari program ini diharapkan guru dan sekolah mampu berinovasi mengembangkan metodepembelajaran agar dunia pendidikan di Indonesia semakin berkembang.Kata Kunci: Blended Learning, Sekolah, Pendidikan 

scholarly journals EFEKTIFITAS GAMIFICATION BERBASIS BLENDED LEARNING PADA MATA KULIAH PENDIDIKAN EKONOMI

2018 ◽  
Vol 6 (1) ◽  
pp. 5
Author(s):  
Saiful Anwar ◽  
Novi Marlena ◽  
Retno Wulandari
Keyword(s):  
Data Analysis ◽  
Blended Learning ◽  
Learning Process ◽  
Economic Education ◽  
Qualitative Approach ◽  
Student Response ◽  
Face To Face ◽  
The Subject ◽  
Face To Face Learning ◽  
Set Up

The purpose of the study is to see the effectiveness of the concept of gamification that is applied in the learning process of the subject of Renewal of Economic Education Learning. The approach used in this study is a qualitative approach. Subjects in this study are students of class 06PIEE001 FKIP Pamulang University. In this study adopted Marczewski's Gamification Framework concept which consists of 8 questions: 1) what is being gamified; 2) why is it being gamified; 3) who are the users; 4) how is it being gamified; 5) analytics are set up; 6) tested with users; 7) acted on feedback; and 8) released the solution. Based on the results of data analysis and discussion, it can be concluded that 1) the learning process in the course of Renewal of Economic Education Learning can be done with the concept of gamification by combining face-to-face learning in the classroom with online learning learning; 2) student response in learning process with gamification concept mostly interested because it is new for them; 3) there is a nurturant effect for as long as the concept of gamification is applied in the class

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 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.

Social Constructivism and Digital Learning

2019 ◽  
Vol 10 (3) ◽  
pp. 13-22 ◽  
Author(s):  
Mohammed Amine Boughalem ◽  
Mohamed Khaldi
Keyword(s):  
Distance Learning ◽  
Social Constructivism ◽  
Learning System ◽  
Digital Learning ◽  
Face To Face ◽  
Models Of Teaching ◽  
Distance Learning System ◽  
Classical Models ◽  
Learning Modes ◽  
Face To Face Learning

The classical models of teaching in education represent one of the main pillars of face-to-face learning. Digital learning allows access to different instances of distance learning, which constitutes a key role in setting up a distance learning system. Every model is adapted to a type of training. Digital learning has become more and more a necessity for the whole civil society, universities have had a tendency to be followed and to development in the pedagogical field, more precise training and new learning modes. With this effect, the choice of the appropriate model to this type of training is very important to take into consideration to better exploit the resources. In the following article, the authors will try to analyze the different classical models of teaching and to analyze distance learning in order to identify the most appropriate model, the main goal of the subject is to show the relevance of the adoption of the teaching model in distance learning.

scholarly journals OPEN EDUCATION RESOURCES AS A MEANS OF FORMING FUTURE TRANSLATORS’ SUBJECT, LINGUISTIC AND TRANSFER COMPETENCES

2021 ◽  
Vol 1 (193) ◽  
pp. 391-399
Author(s):  
Marharyta Dorofeieva ◽  
Keyword(s):  
Blended Learning ◽  
Average Frequency ◽  
Control Group ◽  
Open Educational Resource ◽  
Learning Method ◽  
Professional Discourse ◽  
Face To Face ◽  
National University ◽  
The Subject ◽  
Open Education Resources

The proposed article represents the experimental experience of applying the method of blended learning at the classes of specialised translation at the Institute of Philology of the Taras Shevchenko National University of Kyiv. The purpose of the experiment was to assess the effectiveness of the blended learning method in comparison with the traditional methods of teaching specialised translation regarding the formation of the subject, linguistic and transfer competences of would-be translators. The introduction of the method into the process of future translators' training was carried out on the basis of the Open Educational Resource (OER) of the Virtual Academy of Sustainability (Bremen, Germany) and was accompanied by an author’s set of exercises. One control group and two experimental groups of respondents participated in the translation experiment. Each group consisted of 11 participants. Before the start of the experiment, the control group had traditional face-to-face translation training, and the experimental groups studied an adapted online course using the blended learning method. In total, 33 multiple translations of the control scientific and technical text were analysed. The criteria for assessing the level of formation of the three types of translator's competences were the indicators of absolute and average frequency of structural and semantic, target discourse, professional discourse mistakes made in the control translation by each group. The results of the experiment have confirmed the author’s hypothesis about the effectiveness of using the blended learning method, first and foremost, to form the subject competence of would-be translators. The experiment has shown a decrease in the absolute frequency of professional discourse mistakes, which correlates with the translator's subject competence. According to the experiment, the introduction of the blended learning method in face-to- face training serves as a means of enhancing the quality of translation by improving translator’s three basic competences. The use of the blended learning method in other types of translation activities, in particular, consecutive and simultaneous interpreting, is considered to be perspective for the training ofprofessionals in a variety of majors.

Sign in / Sign up

Export Citation Format

Share Document