Pengembangan Desain Model Pembelajaran Blended Learning Pada Metode Numerik: Blended Cooperative Learning

Aminah, Siti

doi:10.24176/re.v11i1.4093

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Model blended learning merupakan salah satu strategi pembelajaran yang dapat digunakan di masa pandemi COVID-19. Pembelajaran blended learning memberi kesempatan siswa untuk berdiskusi dengan aktif baik ketika pembelajaran face to face dan online (Aminah, 2020;Ekawati et al, 2022). Penerapan model blended learning diharapkan pembelajaran akan menjadi lebih menarik dan meberikan siswa lebih banyak kesempatan untuk memperluas kompetensi mereka dan mengakses berbagai jenis pengetahuan yang dibutuhkan untuk memahami materi pendidikan.…”

Section: Pendahuluanunclassified

Pengembangan Model Blended Learning Untuk Memperkuat Keterampilan Intelektual Mahasiswa Pada Mata Kuliah Pendidikan Kewarganegaraan

Hemafitria

Rohani

2022

Refleks. Edukatika I. Ilm. Kependidikan

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The purpose of this study was to determine the virtues of making a blended learning model in improving students' civic skills in the Citizenship Education course.The research method used is a combination method (Mixed Methods). The data collection techniques used were direct observation, direct communication, and direct follow-up communication strategies along with data collection instruments such as observation guides, interview guides, and questionnaires. Qualitative data analysis developed by Miles and Huberman is used in this study.The results showed that the implementation of Citizenship Education learning at the IKIP PGRI Pontianak during the Covid-19 pandemic was online and offline. Development of blended learning model steps. In the first stage, the powerful lecturer starts learning with the zoom meeting application. In the second stage, the lecturer performs a demonstration and presentation of knowledge by strengthening skills. The third stage, the lecturer guides the training. The fourth stage, checking understanding and feedback. The fifth or final stage is the follow-up and closing evaluation. The blended learning model is effective in strengthening students' intellectual skills. This can be seen from the results of the questionnaire analysis, namely that students' intellectual skills achieve an actual score of 5391 out of an ideal score of 7140, with a percentage reaching 76%, in the Good category. The results showed that students were able to identify problems, describe problems and make decisions about the problems they faced.

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Section: Pendahuluanunclassified

Pengembangan Model Blended Learning Untuk Memperkuat Keterampilan Intelektual Mahasiswa Pada Mata Kuliah Pendidikan Kewarganegaraan

Hemafitria

Rohani

2022

Refleks. Edukatika I. Ilm. Kependidikan

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“…Blended learning uses electronic equipment that can contain learning material in the form of digital media and combines two learning conditions, namely online and offline (Husamah 2014). Development of blended learning need an organizational strategy teaching, teaching delivery, and proper teaching quality (Aminah 2020). The application of blended learning is part of electronic learning, technological development, and knowledge delivery in the teaching and learning process (Damayanti & Dwiningsih 2017).…”

Section: Introductionmentioning

confidence: 99%

Implementation of the Pogil Model on Blended Learning to Improve Metacognitive Skills During the Covid-19 Pandemic

Sari

Azizah

2021

JRE

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The purpose of this study is to improve students' metacognitive skills through theapplication of the Process-Oriented Guided Inquiry Learning (POGIL) model in blendedlearning in the COVID-19 pandemic era on molecular form materials.The research method used is experimental quantitative. The research subjects werestudents of class X IPA 1 SMAN 14 Surabaya. The research data refers to theimplementation of learning, observation of student activities, improvement of metacognitive skills and learning outcomes using One Group Pretest and Post-test Design as research designs. Data analysis used percentage, average, n-gain score, normality test, and paired sample t-test. The results showed that (1) the implementation of learning was categorized as very good with the percentage of each phase of orientation, investigation, concept formation, application, and closure as 92.97%; 84.38%; 93.75%; 93.75%; and 92.71%, (2) students were actively involved in the learning process with a percentage of relevant activities of 93%, (3) students' metacognitive skills increased in three metacognitive dimensions in terms of the n-gain score of 0.74-0.77 in the very good category, and (4) There is a significant difference in the result of metacognitive skills between before and after being given a POGIL model based on blanded learning. The implementation of POGIL model on blended learning in this study as a whole can improve students' metacognitive skills in the era of the COVID-19 pandemic in molecular shape.

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“…This is because Blended learning has the character of being open, and flexible, and can occur anywhere, but the material being studied is quite a lot with a limited time. Therefore, it takes longer to learn so it can be done outside of learning hours (Aminah, 2020). According to Dwiyogo (2016) that the general meaning of blended learning is teaching and learning activities that combine or mix face-to-face learning and computer-based learning.…”

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confidence: 99%

The Perception and Application of Blended Learning as a Learning Alternative in the Industry 4.0 Era

Wardoyo

Satrio²,

Kusuma³

2022

Refleks. Edukatika I. Ilm. Kependidikan

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The purpose of this study is to look at the perceptions and application by Accounting teachers of blended learning as an alternative to learning in the 4.0 era.The research method used is qualitative with the type of case study research. Informants were determined by using a purposive sampling technique. The criteria are teachers who apply blended learning and students who receive blended learning at the Accounting Department of SMKN 2 Blitar. Primary data sources were obtained from teachers and students through in-depth interviews regarding the application of blended learning as an alternative learning in the Industry 4.0 era and secondary data obtained from teacher documentation, training activities and assistance in using technology in learning. Data collection techniques were carried out by means of interviews, observation and documentation. Data analysis was performed using data reduction, data presentation, conclusion and verification. Checking the validity of the findings was carried out using source triangulation techniques and technique/method triangulation techniques.The results of the study show that 1) accounting teachers and students give positive perceptions about the application of blended learning as an alternative for learning in the 4.0 era; 2) two accounting teachers have implemented blended learning, namely combining face-to-face learning with online e-learning such as Gnomio and Google Classroom, while five accounting teachers have not implemented blended learning due to several obstacles; 3) the perceptions of teachers and students show that the application of blended learning has an impact on student learning motivation, such as independent learning, being active in teaching and learning activities and collecting assignments on time.

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Pengembangan Desain Model Pembelajaran Blended Learning Pada Metode Numerik: Blended Cooperative Learning

Cited by 3 publications

References 3 publications

Pengembangan Model Blended Learning Untuk Memperkuat Keterampilan Intelektual Mahasiswa Pada Mata Kuliah Pendidikan Kewarganegaraan

Pengembangan Model Blended Learning Untuk Memperkuat Keterampilan Intelektual Mahasiswa Pada Mata Kuliah Pendidikan Kewarganegaraan

Implementation of the Pogil Model on Blended Learning to Improve Metacognitive Skills During the Covid-19 Pandemic

The Perception and Application of Blended Learning as a Learning Alternative in the Industry 4.0 Era

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