This article discusses the results of research on the development of conceptual models and hypothetical models of Interactive Blended Problem Based Learning (IBPBL) in Programming Language subjects for Electrical Engineering students at Universitas Negeri Padang. This model is a blended learning model that combines face-to-face learning in class and Moodle-based online learning with problem-based learning syntax in the field of Electrical Engineering. The research was carried out in three stages: (1) literature review, (2) formulation of the conceptual model, and (3) formulation of the hypothetical model. The IBPBL conceptual models consist of: (1) philosophical components: pragmatism; (2) theoretical components: cognitivism, behaviorism, constructivism, and connectivism; (3) methodological components: problem-based learning; and (4) technical components: problem-solving, cooperation, critical thinking, innovative, creative and systematic. The hypothetical model is based on students' ability to solve problems critically, creatively, collaboratively, systematically by utilizing the various advantages possessed by face-to-face and online learning in Programming Language courses. Model validation is done using expert judgment. The expert assessment assessed the IBPBL model in three aspects, namely: (1) component sufficiency, (2) content, and (3) ease of implementation.

Penelitian ini bertujuan melihat pengaruh penggunaan media E-Learning terhadap motivasi belajar mahasiswa di Program Studi Pendidikan Teknik Elektro (PSPTE) Universitas Negeri Padang. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan pendekatan korelasional. Populasi penelitian ini adalah mahasiswa PSPTE yang sudah pernah belajar menggunakan E-Learning pada semester Juli-Desember 2018 dengan jumlah 69 orang. Pengambilan sampel menggunakan teknik random sampling dengan menggunakan metode slavin, sehingga terdapat 40 responden untuk penelitian dan 29 responden untuk ujii coba instrumen. Instrument pada penelitian menggunakan angket tertutup dengan skala likert. Data dianalisis dengan bantuan SPSS versi 22. Hasil penelitian menunjukkan terdapat hubungan antara penggunaan E-Learning dengan motivasi belajar mahasiswa yaitu dengan nilai koefisien korelasi sebesar 0.625. Nilai ini berarti memiliki hubungan yang tinggi. Selanjutnya dilakukan analisis regresi untuk melihat pengaruh antara penggunaan media pembelajaran E-Learning terhadap motivasi belajar mahasiswa dan di dapatkan koefisien regresi (x) sebesar 0,737. Nilai ini berarti bahwa setiap penambahan 1% nilai penggunaan media E-Learning maka nilai motivasi mahasiswa bertambah 0,737.

There is no one model of learning that is suitable for all learning situations, therefore a lot of learning models were developed. This article discusses steps of developing a learning model, namely the model of Blended Learning Interactive (BLI) using the procedure Borg & Gall. Some of the issues discussed in this article is about the model BLI, the nature, characteristics and procedures of research and development, as well as an explanation of each step in the development model of BLI. The result is that by following these steps will produce the model BLI which is valid, effective, and practical.

Each student has their own learning style which can be one of the factors that will support their success in learning. In general, learning styles are divided into: visual, auditory, and kinesthetic. Some students categorized as visual, and others categorized as auditory or kinesthetic. Students tend to process information more quickly if the information obtained in accordance with their style. Lecturers should know the student's learning style so they can design an instruction that suits them. This study aimed to uncover the learning styles of students of Padang State University. The study of literature used to reveal the importance of learning styles to be considered in the blended learning process, both in face-to-face learning and online learning. The research found that 57% of students have a visual learning style, 27% have auditory learning style, and the rest have a kinesthetic learning style. These results may be better used as guidelines for lecturers to design blended learning.

The main purpose of this paper is to uncover the results of a survey study regarding teacher opinions on the use of Augmented Reality (AR) in learning. For this purpose, marker-based cellular augmented reality applications have been developed and computer hardware is used as training material. In addition, teachers are given training for four days to get to know the basics of augmented reality technology, the software used, the environment to create marker-based AR objects. The data was collected through surveys and open-ended questions on teachers who are members of the English MGMP Kab. 50 cities. The tools and technology needed to develop AR and development experience are also shared. According to the survey results teachers are very enthusiastic about using augmented reality in their learning. The result of this article is the perception of the use of Augmented Reality technology for the development of instructional media by English teachers in the positive category.