Perception of Novice Learners Using Blended Learning Approach During the Covid-19 Pandemic

Abstract

This study aims to determine the perceptions of students in physics education department, faculty of teacher training and education - Universitas Syiah Kuala who have just learned (novice learners) using the blended learning approach during the Covid-19 pandemic. This research is quantitative research with data collection using the form of questionnaires and interviews. The questionnaire to measure novice learners’ perceptions used a semantic differential scale. The indicators measured consist of 5 aspects, including: technology, classroom management, instructors, interaction, and instruction. The population of this study was all students of the Physics Education Department, faculty of teacher training and education - Universitas Syiah Kuala. Purposive sampling technique was used to select sample and obtained 250 novice learners of blended learning approach. The data analysis technique used is descriptive statistical analysis through the process of data collection, data reduction, data presentation, and conclusions. The results of this study indicate that the perception of novice learners of the blended learning approach is positive at 87.92%. However, there is still a negative perception on each indicator with a different percentage value. The Indicator of technological at 14.52%, class management at 11.32%, instructors at 10,99%, interaction at 11,70%, and instruction at 12.60%. The results of the research are expected to be of concern for lecturers in the physics education department to find out the obstacles of students in distance learning during the pandemic period and can be used as a reference for improving and developing distance learning using a blended learning approach to make it better.

Blended learning for teacher training: benefits, challenges, and recommendations

“…Географiя дослiджень охоплює Європу (Грецiю [38], Румунiю [12], Нiдерланди [25,35], Хорватiю, Мальту, Нiмеччину, Португалiю та Норвегiю [2,16], Францiю [22], Iспанiю, Великобританiю [1,3], Бельгiю [6], Фiнляндiю [29], Туреччину [21,30]), Азiю (Гонконг [16], Пакистан [4], Китай [18], Iндонезiю [13,28,33,34], В'єтнам [23]), Австралiю [17,19,24], Пiвденну Америку (Еквадор [36], Мексику [9]), Африку (Ефiопiю [26], Пiвденно-Африканську Республiку [10]) (рис. 2).…”

“…• органiзацiя BL майбутнiх учителiв [6,23,36], зокрема пiд час пандемiї COVID-19 [13,19,34]; • вплив BL на навчальнi досягнення майбутнiх вчителiв, зокрема аспекти саморегуляцiї навчальної дiяльностi [18], онлайн активностi [29], формування навичок ХХI столiття [30]; • академiчна мобiльнiсть майбутнiх учителiв в умовах BL [3,35];…”

Innovation Learning Process in New Normal Era: Effectiveness of Online Proctored Examination (OPE) Technology to Increase Student Honesty in Physics Lecture

“…This is an obstacle for lecturers to provide objective scores from student exam results. Lecturers tend to give scores according to the final result without knowing the process of students taking the exam [5], whether it is done alone or with the help of others. If this continues, the aspect of honesty in students will not develop.…”

Identification of Students’ Honesty Levels by Online Proctored Examinations in Higher Education Environment

“…Efforts to overcome this, the aspect of honesty is an important thing that must be applied in every learning process, especially exams. In the current new normal era, the Blended Learning approach is very commonly used by educators in the learning process (Herliana et al, 2021). Blended Learning Approach is currently being implemented in conducting online exams, so it is necessary to have an exam supervisor application that is able to detect the level of honesty of students during the exam (Siahaan and Aliyuddien, 2020).…”