LMS–supported science blended learning design workshop as an effort to improve learning quality for science teachers

Abstract

This workshop aimed to prepare science teachers making advantages of technological advances by using Information and Communication Technology (ICT) to improve quality of learning process. With the COVID-19 pandemic that occurred suddenly, science teachers were strongly encouraged to use of LMS (Learning Management System). Research method selected were descriptive quantitative to describe a phenomenon, event, and incident that occur factually and accurately of science learning quality during the outbreak. There were 25 participants involved. This research applied percentage descriptive analysis to examine whether participants successfully in designing LMS that meet minimum criteria. The results of interviews and questionnaires distributed before workshop showed that more than 50% of the trainee teachers only used Whatsapp to carry out online learning in the last semester. Some teachers also don’t know the characteristics of LMS, so they think that Whatsapp is also one of the LMS. Workshop done online via zoom meeting, divided into three meetings. Online consultation was provided as well to monitor teachers’ progress in designing LMS content. After workshop implementation, 88% of the participants were proficient in making LMS, they were able to filled it with learning activities such as discussions, presentation materials, and evaluation.

The Effect of Interface Instrumentation Experiments-Supported Blended Learning on Students’ Critical Thinking Skills and Academic Achievement

“…Blended learning refers to the combination between face-to-face learning and online learning [35] to support unique interpretations from groups of students and use as a variety of learning resources in carrying out discussions [36] [37] to support excellent learning quality [38]. Some supporting factors and constraints follow the implementation of blended learning related to the smoothness of communication, discipline function, rewind learning, media adaptation, and learning programs [39].…”