Kualitas Kepraktisan Formulasi Strategi Penerapan Blended Learning Dalam Implementasi Kurikulum Di Jurusan KTP Fip Universitas Negeri Padang

Abstract

The purpose of this paper is to describe the degree of practicality the formulation of application strategy of blended learning. the process of achievement of this practicality was begun with implementing the learning process using blended learning strategy formulation application in the School Curriculum Studies courses in the Department of Curriculum and Educational Technology FIP UNP to the small group (3 students), the medium group (7 students) and large group (40 students). Based on the assessment category, the small group was found that the indicator of student interest was obtained 97.14; the indicator of using process was 95.00; the indicator of the increased of student activities 93.33; and the indicator time was 96.67. Furthermore, the medium group was found that the indicator of student interest was obtained 96.33; the indicator of using process was 95.00; the indicator of the increased of students activity was 93.14; and the indicator time was 95.71. In the large group was found that the indicator of student interest was obtained 84.71; the indicator of using process was 82.25; the indicator of the increased of student activity was 84.90; and the indicator time was 83.50. It can be concluded that based on the four categories the small and medium groups was very practice meanwhile the large group was practice.

Application of Blended Learning with Edmodo Application Based on PDEODE Learning Strategy to Increase Student Learning Achievement

“…antusias siswa terhadap proses pembelajaran blended learning sehingga akan menambah motivasi siswa untuk belajar dan mempermudah dalam memahami materi pembelajaran (Rizkiyah, 2015). Dalam implementasi kurikulum, blended learning sangat berpotensi menciptakan pengalaman bagi siswa karena membantu merepresentasikan keuntungan yang jelas untuk dapat menciptakan pengalaman belajar tersebut (Bentri et al, 2014). Pengalaman yang diperoleh siswa dapat memberikan pengetahuan, keterampilan dan kompetensi bagi siswa itu sendiri.…”

Implementation of Character Based Learning Quality Improvement With Islamic Full Day School System in The Era of Industrial Revolution 4.0.

“…Planning for improving the quality of learning is based on efforts to achieve learning objectives effectively and efficiently (Triyono, 2015) so that students have competencies in accordance with quality standards of learning, (b) there is organizing learning materials so that teachers are more comfortable to carry out the learning process (Choppin, 1997;Mohr & Dichter, 2001;Wenger, 2000) which can be understood by students well, (c) there is a learning implementation process which is the core of improving the quality of learning. Planning and organizing learning materials that have been made by teachers must be carried out professionally (Abdillah Dalimunthe, 2016;Bentri et al, 2014;Subadi, Priyono, Dahroni, & Musyiyam, 2015) and must be supported by the selection of appropriate learning strategies and media according to with the characteristics of the learning material that will be delivered and also in accordance with the situations and conditions in the learning process that takes place in the classroom (Abdollah et al, 2010;Pakhrurrozi, Sujadi, & Pramudya, 2017), (d) there is an appropriate learning strategy and is in accordance with characteristics of learning materials, conditions of students, and objectives to be achieved (Abdillah Dalimunthe, 2016;Bentri et al, 2014;Subadi et al, 2015), and teacher mastery of the strategies to be used, (e) there is a reasonable control of the learning process (Holden, Saito, & Komura, 2016;Peng, Abbeel, Levine, & Van De Panne, 2018), due to individual differences that exist in themselves students in learning. This difference is related to differences in intelligence, willingness, motivation, courage, independence, emotional, empathy, discipline, and so on that are owned by students.…”

The Models of Assessment to Accommodate Instructional Domain in Blended Blended Learning

“…The finest blended learning application is a combination between face-to-face meeting in the class and online learning which acknowledges learning contexts and the development of relevant material organization [1,4]. There is the number of related studies discussed these topics, such as model, media, strategy, and blended learning content development [5][6][7]. The research about blended learning has also been through blended learning assessment [8,9].…”

“…This study evaluated the blended learning implemented. Yet, from the researcher's study roadmap, it is necessary to possess a measurement model which accommodate the three realms of learning, especially for a course of Learning Theory (Teori Belajar dan Pembelajaran) [5][6][7]10].…”