The implementation of Blended Learning model based on observations of learning activities on branching structure competencies Basic Programming subjects in class X RPL A has several constraints, such as teacher-centered learning process, lack of student activity in the implementation of learning activities, lack of openness and interaction between teachersstudents and student interactions. This has an impact on the achievement of student learning outcomes that achieve the Minimum Passing Criteria (KKM) of only 5 of 35 students. The purpose of this study is to describe the profile of learning activities, so that from the results of the description the researcher can develop a learning improvement plan to improve student learning outcomes. The method used in this study is Classroom Action Research (CAR) conducted in two cycles and each cycle consists of several stages, namely plan, action, observation and reflection. The instruments used were guidelines for observing student activities, final learning evaluation sheets, and practical assessment sheets. The results of the study after action, observation and reflection obtained the number of active students in accordance with the field observations in cycle 1 of 34.28% (on a scale of 100); in cycle 2, 100% of all students who participated in learning activities were Blended Learning methods. Student learning outcomes in each cycle obtained an average value in cycle 1 of 72.4; in cycle 2 it was 80.43. With the number of students who get a value of ≥ 75 in cycle 1 as many as 12 students, in cycle 2 as many as 35 students. From the results of interviews with observers and students, learning the Blended Learning method is able to generate motivation, be more focused, directed in learning and more effective in take advantage of study time. Teacher-student and student interaction activities are more open so that student difficulties can be overcome. This shows that the actions taken during the implementation of the Blended Learning method learning model can increase the activity of student learning activities and student learning outcomes.
The application of Blended Learning was based on the observation of learning activities in Basic Programming subjects in Vocational High School which have several obstacles, such as teacher-centered learning process, lack of student activity in learning, lack of interaction between teacher-students and student interaction. It had an impact on the achievement of student learning outcomes. The purpose of this study was to describe the profile of learning activities, so that from the results of the description researchers could develop improvement plans for learning to improve student learning outcomes. The method of this study was Class Room Action Research conducted in two cycles and each cycle consisted of several stages namely, plan, action, observation and reflection. The instruments used were guidelines for observing student activities, final learning evaluation sheets, and practical assessment sheets. From the results of the study after action, observation and reflection on students, Blended was able to generate motivation, students are more focused, directed in learning and more effective in utilizing learning time. Teacher-student interaction activities and students are more open so that student difficulties in learning can be overcome. It showed that blended learning can increase student and learning activities also student learning outcomes.
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