The Effect of Blended Learning on Student's Learning Achievement and Science Process Skills in Plant Tissue Culture Course

Harahap, Urip; Nasution, Nanda Eska Anugrah; Manurung, Binari

doi:10.29333/iji.2019.12134a

Cited by 112 publications

(106 citation statements)

References 19 publications

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“…In the literature, studies have reported that blended learning has the potential to contribute to various skills including twenty-first century skills. Research has reported that the blended learning model positively contributed to students’ problem-solving skills (Suprabha and Subramonian 2019 ), science process skills (Harahap et al 2019 ), professional development skills (Yeh et al 2011 ), transfer of learning and knowledge transformation skills (Demirer and Sahin 2013 ; Jou et al 2016 ), self-directed learning skills (Akgunduz and Akinoglu 2016 ), visual literacy skills (Huilcapi-Collantes et al 2020 ), language skills (Hossein and Gwo-Jen 2020 ; Mingyong 2015 ), collaborative learning skills (Liu and Shi 2016 ), critical thinking skills (Jou et al 2016 ), and self-determination for learning (Joo et al 2013 ). In addition, Yeh et al ( 2011 ) concluded that the blended learning model developed the professional knowledge and personal teaching efficacy of preservice teachers.…”

Section: Discussionmentioning

confidence: 99%

Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Şentürk

2020

Educ Inf Technol

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The purpose of this study was to examine the effects of a blended teaching-learning approach on academic achievement and twenty-first century skills of preservice teachers who took the teaching principles and methods course. The implementation was carried out over a period of ten weeks with preservice teachers who were enrolled in pedagogical training at the Faculty of Education at Karamanoğlu Mehmetbey University in the 2019-2020 academic year. In the study, a semi-experimental research design with experimental and control groups was employed. Data collection tools were an academic achievement test and "multidimensional twenty-first century skills scale". Analysis revealed that there was a significant difference across the two groups' academic achievement and twenty-first century skills in favor of the experimental group. In addition, analysis of the retention test administered four weeks later showed a significant difference in favor of the experimental group. In the light of the results, the implications and future directions were discussed.

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Section: Discussionmentioning

confidence: 99%

Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Şentürk

2020

Educ Inf Technol

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“…The main focus is to provide an interesting and motivating learning environment that can increase the effectiveness of their learning. (Chin et al, 2018;Harahap & Manurung, 2019;Tsai, Lin, & Lin, 2017). The blended learning model has several types, including Station Rotation, Lab Rotation, Individual Rotation, Flipped Classroom, Flec, A La Carte, and Virtual Enriched (Lopes & Soares, 2018;Staker & Horn, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom for Senior High School Students

Ramadhani¹,

Misbah

Abdurrahman

et al. 2019

Journal for the Education of Gifted Young Scientists

168

100

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The purpose of this study was to determine the effect of using the LMS-Google Classroom-based Flipped-Problem Based Learning Model (FPBLM) in the process of learning mathematics in high schools in Medan, North Sumatra, Indonesia. In this study also saw the interaction between the level of Prior Mathematics Ability (PMA) of students with the application of flipped-problem based learning models based on LMS-Google Classroom. PMA students consist of high, medium and low levels This research is quasi-experiment research with pre-test post-test control group design. The sample in this study was the second level high school students from two schools totaling 62 people. Two-way ANOVA Test and Post Hoc-LSD Test was used. Based on the analysis test, it was found that the average mathematics learning outcomes of students taught using the FPBLM based on Google Classroom LMS experienced a significant increase compared to conventional learning. The results of the questionnaire in learning also obtained results that students at the second level of high school felt enthusiastic, motivated and eager to take part in learning in the classroom. Digital-based learning with the model of FPBLM on LMS-Google Classroom provides a new experience for second-level students in High School in participating in mathematics learning both in class and outside the classroom.

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“…Blended Learning also combines traditional learning which is done by telling instruction subject as face to face with learning media based on digital technology. Blended learninggives more space for learning environment efficientlywhich is combining online learning, tradisional learning, learning contents and flexibility learning model,then students can be motivated to increase learning process effectivity [3]- [7]. Face to Face Driver, Flip, Rotation, Online Lab, Flex, dan Online Driver are some types of blended learning model [8].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Flipp-Blended Learning Model Using LMS-Google Classroom in Mathematics Learning

Ramadhani¹

2020

Proceedings of the Proceedings of the 1st International Conference of Global Education and Society Science, ICOGESS 2019,14 Mar

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Blended Learning Model was combined learning model between conventional learning (face-to-face method) and digital learning (online method). This research used flipp-blended learning as conventional problem based learning and LMS-Google classroom as digital learning method.Flipp-Blended Learningwas promoted learning method on 4.0 industry revolution era. Influence noticed of Blended Learning integrated on mathematics subject for first grade college students was this Research objective.Research method used pseudo-experimental research with post-test only control group designtype. Sixty four first grade informatics engineering scholar major was taken as sample for this research.Analyse of examination used Mann-Whitney Test in STATCAL software. Result of this research described that average mathematics test value for scholar whom was taught by combined learning model of Flipp Blended Learning-LMS Google Classroom better than average mathematics test value for scholar whom was taught by conventional learning method. Based on the result, combined learning model of Flipp Blended Learning-LMS Google Classroom was proper to be applied on mathematics learning process in college.

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The Effect of Blended Learning on Student's Learning Achievement and Science Process Skills in Plant Tissue Culture Course

Cited by 112 publications

References 19 publications

Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

The Effect of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom for Senior High School Students

The Effect of Flipp-Blended Learning Model Using LMS-Google Classroom in Mathematics Learning

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