Blended Learning: An Innovative Approach

Lalima,; Dangwal, Kiran Lata

doi:10.13189/ujer.2017.050116

Cited by 283 publications

(210 citation statements)

References 1 publication

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“…The implementation of the blended-PBL makes students have wider opportunities especially the quantity of time so they have the opportunity to study at any time. The statement is line with some references that underlines with blended learning students can learn anywhere and anytime (Atef & Medhat, 2015;Lalima & Dangwal, 2017). This condition will overcome the weaknesses of PBL where PBL is often considered difficult to implement because of the limited time allocation of face-to-face learning (Blackwell & Roseth, 2018;Marta, 2011;Roberto & Ribeiro, 2011).…”

Section: Based On This Explanation Can Rna Also Be Used To Determinesupporting

confidence: 63%

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

Lukitasari

Purnamasari

Utami

et al. 2019

JPBI

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Critical thinking skills are one of the four main competencies that must be empowered in the 21 st -Century Learning. This study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (PBL) in the Cell Biology course. The data sources of this research were 28 students who were taking Cell Biology Course in Department of Biology Education, Universitas PGRI Madiun. The research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. The study was designed by applying blended-PBL on 12 topics. The data analysis was performed in descriptive qualitative. The results showed that the application of blended-PBL was able to train students to improve their critical thinking skills in term of how to answer the test given. However, further studies need to be done with a wider number of samples and material scope to get more comprehensive information.

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Section: Based On This Explanation Can Rna Also Be Used To Determinesupporting

confidence: 63%

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

Lukitasari

Purnamasari

Utami

et al. 2019

JPBI

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“…Students in the blended learning group experience more significant learning outcomes compared to students in traditional approaches (Bazelais & Doleck, 2018). Blended learning has advantages (Lalima & Lata Dangwal, 2017). They are helping the teachers and students to get more time in class for creative and cooperative training; giving students benefit from online learning and Computer Assist Learning (CAL) without losing elements of social interaction and human touch in traditional teaching; providing more room for communication (Lalima & Lata Dangwal, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Blended learning has advantages (Lalima & Lata Dangwal, 2017). They are helping the teachers and students to get more time in class for creative and cooperative training; giving students benefit from online learning and Computer Assist Learning (CAL) without losing elements of social interaction and human touch in traditional teaching; providing more room for communication (Lalima & Lata Dangwal, 2017). The communication cycle is resolved in blended learning, which is not possible if it only follows a traditional approach.…”

Section: Introductionmentioning

confidence: 99%

Inquiry Training Learning Model Assisted by Google Classroom to Improve Creative Thinking Skills of Senior High School Students

Hariadi

Jumadi

Wilujeng

et al. 2019

j. pendidik. indonesia.

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This study aims at determining the effect of the inquiry training learning model assisted by Google Classroom in improving students' creative thinking skills. By using a quasi-experimental design, 32 students of SMAN 1 Banguntapan were involved in this study. The instrument test was an essay test to measure creative thinking skills. The first step of the study was given the pretest, then face-toface learning and online learning at the time agreed upon with students. The final stage was carried out posttest to see the achievement of the score after treatment. The results showed that the gain scores of creative thinking skills in students are categorized into three, namely: 62% of students with low category gain scores, 31% of students with moderate category gain scores, and 7% of students with high category gain scores. The average score of gain of creative thinking ability was 0.3, which was in the medium category. Based on these results, further research is needed with an emphasis on optimizing the use of Google Classroom and confirming knowledge construction in face-to-face learning.

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“…All staffs must be well-prepared in order to use ICT and produce creative content. Lalima & Dangwal (2017) stated that well-trained teacher in using ICT and develop content in digital form so that it can be available to students online.…”

Section: Discussionmentioning

confidence: 99%

Study of Instructional Model on Blended Learning in Polytechnic

Dewi¹,

Ciptayani²,

Surjono

et al. 2018

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Abstract:Polytechnic has characteristic which prioritizes the application of practical aspects supported by appropriate theory. Blended learning can be applied in Polytechnic, but a scheme is needed to formulate the correct instructional model. The study objectives were to examine the type of instructional model on blended learning that suits with Polytechnic. The research was conducted by qualitative descriptive approach by Miles and Huberman through observation,in-depth interview, Focus Group Discussion and literature review. The research validity was done by transferability, confirmability, credibility and dependability test. It can be concluded that the instructional model is appropriately determined by the suitability of educational model, technique and method of learning, and also facilities and infrastructure readiness. The instructional model on Blended Learning in Polytechnic is the Rotation Instructional Model.The study had implications on the learning process in Polytechnic. The lecturers could use the schema to determine the suit instructional model for their courses. Keywords: Instructional Model, Blended Learning, Polytechnic, Vocational STuDI MoDEL INSTRuKSIoNAL PADA PEMbELAJARAN KoMbINASI DI PoLITEKNIKAbstrak: Politeknik memiliki ciri khas pendidikan yang mengutamakan penerapan aspek-aspek praktis yang didukung oleh teori yang tepat. Blended learning dapat diterapkan di Politeknik, namun diperlukan sebuah skema untuk merumuskan instructional model yang tepat. Penelitian ini bertujuan untuk untuk mengkaji jenis instructional model pada Blended Learning yang sesuai dengan karakteristik pendidikan Politeknik. Penelitian dilakukan dengan pendekatan deskriptif kualitatif model Miles dan Huberman, teknik pengumpulan data observasi, wawancara, Focus Group Discussion dan kajian pustaka. Keabsahan data dengan uji transferability, confirmability, credibility dan dependability. Penelitian menyimpulkan bahwa instructional model yang tepat ditentukan dengan mempertimbangkan kesesuaian antara model pendidikan yang diselenggarakan, teknik dan metode pembelajaran mata kuliah, serta ketersediaan sarana dan prasarana pembelajaran. Sesuai dengan pertimbangan tersebut maka instructional model pada Blended Learning di Politeknik adalah Rotation Instructional Model.Implikasi penelitian terjadi pada proses pembelajaran di Politeknik. Para dosen dapat memanfaatkan instructional model skema untuk menentukan instructional model yang tepat untuk mata kuliah yang diampu.

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Blended Learning: An Innovative Approach

Cited by 283 publications

References 1 publication

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

Inquiry Training Learning Model Assisted by Google Classroom to Improve Creative Thinking Skills of Senior High School Students

Study of Instructional Model on Blended Learning in Polytechnic

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