Inner Blended Learning Model Basic Learning In The New Normal Era In Indonesia

Sukirman Sukirman, Yusron Masduki, Suyono Suyono, Dian Hidayati, Hanif Cahyo Adi Kistoro, Sutipyo Ru’iya

Abstract


The pandemic effect in the world of education has many influences. One of the most important things is the adjustment in the learning model. This study aims to determine the effectiveness of blended learning as an alternative to online education in the new normal era. This study uses a quantitative approach to compare educational programs' effectiveness before implementing blended learning with the point of educational programs after implementing blended learning conducted at SMA N 1 Piyungan in the Special Region of Yogyakarta. There are three in this research. First, so far, the problems in learning before the Blandet learning model were held, students had many difficulties. In terms of teacher and student, readiness was still minimal, unorganized, and untrained, so it was only natural that learning results were considered ineffective. Second, the facilities and infrastructure owned by the school, teachers, and students are inadequate; not entirely students can have the facilities expected from the school, making it challenging to learn Blended learning. The sampling technique used was a questionnaire technique, in which the respondents involved in this study were teachers who were taken from the schools that were the research sites. The number of respondents involved in this study was 70 teachers who were determined using the Slovin formula. The data collection technique used in this study used a questionnaire technique. The data analysis used in this study was mathematical analysis, which compared the percentage between educational programs' effectiveness before implementing blended learning with the point of educational programs after implementing blended learning. The assessment criteria are high whenever they have a score of 80-100% s, while the requirements are moderate, the score is 70-78%. Based on the study results, the effectiveness of educational programs after using blended learning was 95.05%, much higher than the effectiveness of educational programs before using blended learning with a score of 73.24%, so it has a 17% more margin. Based on the data from this study, it can be concluded that, in using this blended learning method, learning is more effective and more successful in learning during the new normal period. Based on this study's results, the authors recommend the school apply the Blended Learning learning model because the use of this method is very effective, efficient, and more successful in the new normal era.

Keywords


Blended learning, online learning, new normal, educational technology

References


J. Crawford et al., “COVID-19: 20 countries' higher education intra-period digital pedagogy responses”, Journal of Applied Learning & Teaching, vol. 3, no. 1, pp. 1-20, 2020.

R. M. Anderson et al., “How will country-based mitigation measures influence the course of the COVID-19 epidemic?”, The Lancet, vol. 395, no. 10228, pp. 931-934, 2020

O. Zawacki‐Richter, “The current state and impact of Covid‐19 on digital higher education in Germany”, Human Behavior and Emerging Technologies, vol. 3, no. 1, pp. 218-226, 2021.

F. Chen et al., “A systematic review of the effectiveness of flipped classrooms in medical education”, Medical Education, vol. 51, no. 6, pp. 585-597, 2017.

L. M. Foote, “Honing crisis communication skills: Using interactive media and student-centered learning to develop agile leaders”, Journal of Management Education, vol. 37, no. 1, pp. 79-114, 2013.

S. Papadakis et al., “Access moodle using smart mobile phones. A case study in a Greek University”, In Interactivity, Game Creation, Design, Learning, and Innovation (pp. 376-385). Springer, Cham, 2017.

S. Papadakis et al., “Evaluating Moodle use via smart mobile phones. A case study in a Greek University”, EAI Endorsed Transactions on Creative Technologies, vol. 5, no. 16, pp. 9-18, 2018.

J. Expósito López et al., “Enhancing skills for employment in the workplace of the future 2020 using the theory of connectivity: shared and adaptive personal learning environments in a spanish context”, Sustainability, vol. 11, no. 15, pp. 4219-4225, 2019.

N. Kerimbayev et al., “LMS Moodle: Distance international education in cooperation of higher education institutions of different countries”, Education and Information Technologies, vol. 22, no. 5, pp. 2125-2139, 2017.

A. E. P. Atmojo and A. Nugroho, “EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia”, Register Journal, vol. 13, no. 1, pp. 49-76, 2020.

H. Putranta et al., “The effect of smartphones usability on high school students' science literacy ability in physics learning”, European Journal of Educational Research, vol. 10, no. 3, pp. 1383-1396, 2021.

Z. Z. Z. Thaariq, “The use of social media as learning resources to support the new normal”, Teknodika, vol. 18, no. 2, pp. 80-93, 2020.

T. Yigit et al., “Evaluation of blended learning approach in computer engineering education”, Procedia-Social and Behavioral Sciences, vol. 141, no. 1, pp. 807-812, 2014.

A. Ożadowicz, “Modified blended learning in engineering higher education during the COVID-19 lockdown-Building automation courses case study”, Education Sciences, vol. 10, no. 10, pp. 292-306, 2020.

M. Kalogiannakis and S. Papadakis, “The dual form of further education of educators in ICT: Technological and pedagogical training”. In C. Constantinou, Z. Zacharias & M. Papaevripidou (Εds.) Proceedings of the 8th International Conference on Computer Based Learning in Science, Heraklion (Vol. 30, pp. 265-276), 2007.

K. Kilteni et al., “The sense of embodiment in virtual reality”, Presence: Teleoperators and Virtual Environments, vol. 21, no. 4, pp. 373-387, 2012.

M. Manegre and K. A. Sabiri, “Online language learning using virtual classrooms: An analysis of teacher perceptions”, Computer Assisted Language Learning, vol. 7, no. 2, pp. 1-16, 2020.

L. K. Ilyashenko et al., “Development of communicative competencies of students in the context of blended learning”, Amazonia Investiga, vol. 8, no. 18, pp. 313-322, 2019.

R. R. V. K. Dewi et al., “E-learning as education media innovation inthe industrial revolution and education 4.0 era”, Journal of Contemporary Issues in Business and Government, vol. 27, no. 1, pp. 2868-2880, 2021.

Y. Peng and J. G. Tullis, “Theories of intelligence influence self-regulated study choices and learning”, Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 46, no. 3, pp. 487-496, 2020.

K. W. McElhaney et al., “Evidence for effective uses of dynamic visualisations in science curriculum materials”, Studies in Science Education, vol. 51, no. 1, pp. 49-85, 2015.

M. B. Bosra et al., “Teacher’s communication model in learning Islamic education for autism children”, Al-Ta lim Journal, vol. 27, no. 3, pp. 306-317, 2020.

E. Jääskä et al., “Game-based learning in project sustainability management education”, Sustainability, vol. 13, no. 15, pp. 8204-8209, 2021.

A. Elboshi, “Web-enhanced peer feedback in ESL writing classrooms a literature review”, English Language Teaching, vol. 14, no. 4, pp. 66-76, 2021.

R. R. Aliyyah et al., “The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia”, Journal of Ethnic and Cultural Studies, vol. 7, no. 2, pp. 90-109, 2020.

R. Rafiola et al., “The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0”, International Journal of Emerging Technologies in Learning (iJET), vol. 15, no. 8, pp. 71-82, 2020.

C. Dziuban et al., “Blended learning: The new normal and emerging technologies”, International Journal of Educational Technology in Higher Education, vol. 15, no. 1, pp. 1-16, 2018.

C. B. Mpungose, “Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic”, Humanities and Social Sciences Communications, vol. 7, no. 1, pp. 1-9, 2020.

F. Fitria et al., “Application of e-learning based on enriched virtual model in the subject database”, International Journal of Environment, Engineering & Education, vol. 3, no. 1, pp. 32-40, 2021.

A. Habibi et al., “Building an online community: Student teachers’ perceptions on the advantages of using social networking services in a teacher education program”, Turkish Online Journal of Distance Education, vol. 19, no. 1, pp. 46-61, 2018.

D. Spencer and T. Temple, “Examining students' online course perceptions and comparing student performance outcomes in online and face-to-face classrooms”, Online Learning, vol. 25, no. 2, pp. 233-261, 2021.

S. Ray and S. Srivastava, “Virtualization of science education: a lesson from the COVID-19 pandemic”, Journal of Proteins and Proteomics, vol. 11, no. 1, pp. 77-80, 2020.

I. K. Suartama et al., “Development of e-learning oriented inquiry learning based on character education in multimedia course”, European Journal of Educational Research, vol. 9, no. 4, pp. 1591-1603, 2020.

E. Suparman and K. Sangadji, “Mobile learning to learnings: Function and benefits”, International Journal of Education, Information Technology, and Others, vol. 2, no. 2, pp. 96-102, 2019.

S. B. Cross and A. H. Dunn, “I didn't know of a better way to prepare to teach: A case study of paired student teaching abroad”, Teacher Education Quarterly, vol. 43, no. 1, pp. 71-90, 2016.

A. M. M. Gasaymeh and O. M. Aldalalah, “The impact of using SMS as learning support tool on students' learning”, International Education Studies, vol. 6, no. 10, pp. 112-123, 2013.

L. Ding, “Applying gamifications to asynchronous online discussions: A mixed methods study”, Computers in Human Behavior, vol. 91, no. 1, pp. 1-11, 2019.

A. Alammary et al., “Blended learning in higher education: Three different design approaches”, Australasian Journal of Educational Technology, vol. 30, no. 4, pp. 89-95, 2014.

A. T. Jagzape et al., “Group-based asynchronous e-learning incorporating revised Bloom's taxonomy: An innovative approach”, Journal of Clinical & Diagnostic Research, vol. 12, no. 1, pp. 89-95, 2018.

R. M. Simamora, “The challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students”, Studies in Learning and Teaching, vol. 1, no. 2, pp. 86-103, 2020.

M. Fadilurrahman et al., “Systematic literature review of disruption era in Indonesia: The resistance of industrial revolution 4.0”, Journal of Robotics and Control (JRC), vol. 2, no. 1, pp. 51-59, 2021.

A. A. Hussin, “Education 4.0 made simple: Ideas for teaching”, International Journal of Education and Literacy Studies, vol. 6, no. 3, pp. 92-98, 2018.

S. Siswati et al., “Evaluation of online-based student learning: Models during new normal pandemic Covid-19 in Indonesia”, Journal of Nonformal Education, vol. 6, no. 2, pp. 148-155, 2020.

D. Kariman et al., “Effectiveness of guided discovery-based module: A case study in Padang City, Indonesia”, Journal on Mathematics Education, vol. 10, no. 2, pp. 239-250, 2019.

A. Youde, “Tutor emotional competences valued by learners in a blended learning context”, European Journal of Open, Distance and E-Learning (EURODL), vol. 19, no. 2, pp. 63-79, 2016.

O. A. Bolarinwa, “Principles and methods of validity and reliability testing of questionnaires used in social and health science researches”, Nigerian Postgraduate Medical Journal, vol. 22, no. 4, pp. 195-201, 2015.

B. Sharma, “A focus on reliability in developmental research through Cronbach’s Alpha among medical, dental and paramedical professionals”, Asian Pacific Journal of Health Sciences, vol. 3, no. 4, pp. 271-278, 2016.

N. Deschacht and K. Goeman, “The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis”, Computers & Education, vol. 87, no. 1, pp. 83-89, 2015.

K. S. Taber, “The use of Cronbach’s alpha when developing and reporting research instruments in science education”, Research in Science Education, vol. 48, no. 6, pp. 1273-1296, 2018.

B. Philipsen et al., “Improving teacher professional development for online and blended learning: A systematic meta-aggregative review”, Educational Technology Research and Development, vol. 67, no. 5, pp. 1145-1174, 2019.

C. C. Burn, “Bestial boredom: A biological perspective on animal boredom and suggestions for its scientific investigation”, Animal Behaviour, vol. 130, no. 1, pp. 141-151, 2017.

A. Y. Alqahtani and A. A. Rajkhan, “E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives”, Education Sciences, vol. 10, no. 9, pp. 216-222, 2020.

V. Arkorful and N. Abaidoo, “The role of e-learning, advantages and disadvantages of its adoption in higher education”, International Journal of Instructional Technology and Distance Learning, vol. 12, no. 1, pp. 29-42, 2015.

N. Cavus, “Distance learning and learning management systems”, Procedia-Social and Behavioral Sciences, vol. 191, no. 1, pp. 872-877, 2015.

R. Pustika, “Future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era”, Journal of English Language Teaching and Linguistics, vol. 5, no. 3, pp. 383-391, 2020.

I. Ilyas and A. Liu, “The effect of based e-learning contextual approach on student learning motivation”, Jurnal Penelitian Pendidikan IPA, vol. 6, no. 2, pp. 184-189, 2020.

P. Cai, “Thinking skills development in mobile learning: the case of elementary school students studying environmental studies”, Thinking Skills and Creativity, vol. 9, no. 1, pp. 100-118, 2021.




DOI: http://doi.org/10.11591/ijere.v11i2.22017

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.