Abstract-This quasi-experimental study investigated the effects of blended and traditional learning in multimedia courses for undergraduate students in Indonesia. The blended group (N=41) was taught using a combination of lectures and online activities, while the control group (N=41) experienced a face-to-face lesson. Both groups received the same multimedia materials during four-week sessions. The findings showed that students learning in blended mode achieved better scores than their counterparts. They also participated in discussion sessions more actively. This study also revealed that in Multimedia courses student achievement has a positive correlation with student activities. Students perceived that the implementation of this blended learning was good.Index Terms-Blended learning, multimedia, e-learning, face-to-face learning. I. INTRODUCTIONThe rapid development of information technology encourages educational institutions to run distance education system. Since it was adopted two centuries ago, the system has changed significantly in terms of learning process, communication between teachers and students as well as delivery of teaching materials to students [1]. The system was developed through several stages in accordance with technological developments. In the early stages, communication and distribution of teaching materials to students was done through postal delivery technology, radio and television broadcasts. Today the Internet is becoming a dominant technology to support the system as communication media, shipping materials, and variety of online activities.E-learning is now becoming the backbone of the distance education in the world. The term of e-learning that refers to learning through the Internet is now becoming popular. E-learning is also referred to as distance education, online learning, virtual learning, distance learning, web-based learning [2]. The use of e-learning in higher education is not exclusively separated with face-to-face learning, but both are used together to obtain optimal learning. E-learning is the use of information technology to deliver learning materials to anybody, anytime, and anywhere in a Manuscript received August 12, 2016; received November 16, 2016 [4] mentioned that e-learning is part of distance education, while online learning is part of the e-learning. In addition, e-learning includes a wide range of applications and processes such as computer-based learning, web-based learning, virtual classrooms, etc. More specifically, Rosenberg [5] defines e-learning as the use of internet technology to distribute learning materials, so that students can access from anywhere.E-learning system can be implemented asynchronously, synchronously, or a mixture of both. Examples of asynchronous e-learning are often found in the Internet whether simple or integrated via e-learning portal. While in the synchronous e-learning, teachers and learners should be in front of computers together because the learning process is conducted in real-time using video or audio conferencing. He...
Penelitian ini bertujuan untuk meningkatkan kemandirian belajar mahasiswa dandaya tarik instruksional perkuliahan menggunakan model blended learning. Penelitianini menggunakan pendekatan penelitian tindakan kelas. Hasil penelitian menunjukkanbahwa, kemandirian belajar mahasiswa Prodi TP FIP UNY dan daya tarik instruksionalperkuliahan Multimedia Pembelajaran meningkat dengan digunakannya modelblended learning. Kemandirian belajar mahasiswa semula berada pada kategori sangatkurang dengan persentase 39%, meningkat pada siklus pertama dengan persentase60% yang berada pada kategori rendah, dan kembali meningkat pada siklus keduadengan persentase 73% yang berada pada kategori tinggi. Daya tarik instruksional jugamengalami peningkatan, semula berada pada kategori sangat rendah dengan persentase33%, meningkat pada siklus pertama dengan persentase 61,5% yang berada padakategori rendah, dan kembali meningkat pada siklus ketiga menjadi 87,5% pada kategorisangat tinggi. Peningkatan tersebut diperoleh melalui pengaturan setiap tahap modelblended learning dengan mengoptimalkan peran mahasiswa dalam mengelola kegiatanbelajarnya. Faktor pembiasaan pemanfaatan e-learning dalam perkuliahan juga membantumeningkatkan kemandirian belajar mahasiswa. Daya tarik instruksional perkuliahandapat meningkat melalui penggunaan dua bentuk pembelajaran yaitu tatap muka danonline. Penggunaan metode hypertext dalam e-learning juga memiliki kontribusi dalammeningkatkan daya tarik instruksional perkuliahan. Metode hypertext dapat membantumahasiswa untuk mencari materi yang paling dibutuhkan dalam belajar
AbstrakPenelitian ini bertujuan untuk mengetahui perkembangan sosial anak usia dini melalui implementasi kearifan lokal dalam kegiatan bermain model BCCT. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan fenomenologi. Subjek dalam penelitian adalah perkembangan sosial anak usia 5-6 tahun.Teknik pengumpulan data yang digunakan teknik wawancara dan observasi model event recording. Teknis analisis data yang digunakan adalah analisis induktif model Creswell. Hasil penelitian menunjukkan bahwa nilai kearifan lokal meliputi: (1) rasa syukur, tidak sombong, tidak keras kepala, kebersamaan, berpikir kritis, cermat, legowo, silaturahmi, kesabaran, ketelitian, kreativitas, produk lokal, tata karma (unggah-ungguh); (2) nilai kearifan lokal tersebut terimplementasi melalui lagu tradisional, permainan, lingkungan sekitar, makanan, pakaian, serta bahasa jawa; (3) perkembangan sosial anak yaitu kooperasi, toleransi, empati, memahami lingkungan sekitar, memahami diri sendiri, dan bersahabat; (4) perilaku sosial dalam bermain anak berubah dari tahap asosiatif menjadi tahap kooperatif pada sentra persiapan, balok, bahan alam, main peran, pasir-air, dan sentra eksplorasi. Dengan demikian TK dapat menggunakan nilai-nilai kearifan lokal untuk mengembangkan kemampuan sosial pada AUD melalui BCCT yang dirancang khusus.Kata kunci: kearifan lokal, BCCT, Perkembangan sosial. 1) THE IMPLEMENTATION OF LOCAL WISDOM THROUGH BCCT MODEL FOR PROMOTING SOCIAL DEVELOPMENT OF EARLY CHILDHOOD Abstract This study aims to reveal the social development of early childhood through the implementation of local wisdom embodid in the play of children through the BCCT model. This research was a descriptive qualitative research with a phenomenology approach by describing each pheno-menon which appears in the field. The subjects in this study were children's developments of the age of 5-6 years. The technique of data analysis was the inductive model of Creswell. The results shows that the values of local wisdom introduced to children include: (
This study aimed to identify the main problems faced by teachers in developing learning resources, and to provide recommendations for these problems. A qualitative descriptive approach was used. This study’s paticipants were recruited randomly, and included 55 teachers of SMP, SMA, and SLB. Data were collected through an online survey with a digital questionnaire instrument. Data analysis was carried out through three steps: data reduction, data presentation, and concluding. The results showed that there are three main problems that teachers face in developing learning resources: 1) the technical ability to use tools and devices to create digital learning resources; 2) the strategy of organizing learning materials to be applied to learning resources; and 3) the lack of skills in managing learning materials to be applied to digital learning resources. Based on these findings, it is recommended that teachers collaborate with educational technologists who are masters of learning resource development. Keywords: teachers’ difficulties, learning resources, instructional strategy
Implementasi blended learning by the constructive approach (BLCA) dalam pembelajaran interaksi manusia dan komputer bertujuan untuk meningkatkan pemahaman konsep dan kemandirian belajar dalam pembelajaran interaksi manusia dan komputer (IMK). Penelitian ini merupakan penelitian tindakan yang terdiri dari tiga siklus. Tiap siklus terdiri dari tiga tahap yaitu perencanaan, pelaksanaan dan pengamatan, serta refleksi. Subjek penelitian ini adalah 50 orang mahasiswa Prodi TP FIP UNY. Teknik pengumpulan data yang digunakan yaitu observasi, tes, angket, dan wawancara. Analisis data yang digunakan yaitu deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukan bahwa,pemahaman konsep dalam pembelajaran IMK meningkat melalui implementasi BLCA dengan rerata nilai tes pada siklus I yaitu 67,56; siklus II menjadi 73,2, dan siklus III menjadi 80,9. Kemandirian belajar dalam pembelajaran IMK meningkat melalui implementasi BLCA, dengan rerata skor angket siklus I yaitu 61,52; siklus II menjadi 64,98; dan siklus III menjadi 68,46. Kesimpulan dari penelitian ini adalah bahwa implementasi BLCAdapat meningkatkan pemahaman konsep dan kemandirian belajar dalam pembelajaran IMK. Kata kunci: blended learning, constructive approach, interaksi manusia dan komputer, pemahaman konsep, kemandirian belajar
Penelitian ini bertujuan untuk meningkatkan interaktivitas pembelajaran melalui penggunaan komunikasi asynchronous di Universitas Negeri Yogyakarta. Penelitian tindakan kelas ini dilaksanakan dalam dua siklus. Subjek penelitian ini adalah 32 orang mahasiswa Program Studi Teknologi Pendidikan UNY, yang menempuh mata kuliah Pengembangan E-learning Berbasis Web pada tahun ajaran 2015/2016. Data dikumpulkan menggunakan teknik wawancara, check list, dan dokumentasi, serta dianalisis secara deskriptif melalui teknik persentase. Hasil penelitian menunjukkan bahwa meningkatkan interaktivitas pembelajaran melalui penggunaan komukasi asynchronous pada mata kuliah pengembangan e-learning berbasis web di Prodi TP UNY dilakukan melalui 4 hal bahwa komunikasi asynchronous: (1) diterapkan secara konsisten pada mata kuliah e-Learning Berbasis Web, (2) digunakan menancap (embed) pada e-LearningUNY (Besmart), (3) dimanfaatan untuk menyelesaiakn tugas yang memerlukan kolaborasi, dan (4) menggunakan tipe yang berfariasi. Interaktivitas pembelajaran mahasiswa sebelum diterapkan komunikasi asynchronous berada di kategori sangat rendah dengan persentase 35%. Terjadi peningkatan interaktivitas pembelajaran mahasiswa setelah diterapkan komunikasi asynchronous di siklus pertama pada kategori rendah dengan persentase 60%, dan kembali meningkat di siklus kedua pada kategori sangat tinggi dengan persentase 82,33%.Kata kunci: interaktivitas pembelajaran, komunikasi asynchronous IMPROVING LEARNING INTERACTIVITY BY IMPLEMENTING ASYNCHRONOUS COMMUNICATION IN YOGYAKARTA STATE UNIVERSITYAbstractThis research aims to improve learning interactivity by asynchronous communication in web based e-learning development course. This study used a classroom action research (CAR) which is conducted in two cycles. The subjects were 32 students of Curriculum and Educational Technology Department Yogyakarat State University (YSU) who participated in the web based e-learning development course in academic year 2015/2016. The data were collected using percentage method by interview, check list and documentation. The result shows that, improving instructional interactivity by asynchronous communication in web based e-learning development course were conducted using four strategies, i.e: 1) asynchronous communication applied consistently on Web-based e-Learning courses, 2) embedding on e-Learning of Yogyakarta State University (Besmart), 3) utilized for completion of tasks that require collaboration, and 4) using a varied type of asynchronous mode. Learning interactivity was reach 35 % in a very low category before asynchronous communication were implemented. The result shows in the 1st cycle, instructional interactivity rose up to 60% in a low category. In the 2nd cycle, it provides dramatically improvement up to 82,33% in very high category.Keywords: instructional interactivity, asynchronous communication
Penelitian ini bertujuan untuk menghasilkan produk pengembangan berupa modul tentang peningkatan kinerja guru SD dalam penyelenggaraan pembelajaran anak dari kekerasan seksual. Penelitian ini dilaksanakan melalui model penelitian prosedural yang mengacu pada model desain instruksional oleh Atwi Suparman. Model ini memiliki tiga tahap. Tahap pertama adalah mengidentifikasi kebutuhan instruksional yang terdiri dari melakukan analisis instruksional, mengidentifikasi prilaku dan karakteristik awal pengguna produk, dan menulis tujuan instruksional umum. Tahap kedua adalah mengembangkan yang meliputi menulis tujuan instruksional khusus dan menyusun alat penilaian hasil belajar. Tahap ketiga adalah melakukan evaluasi formatif yang termasuk di dalamnya kegiatan revisi. Hasil penelitian berupa modul peningkatan kinerja guru untuk pendidikan perlindungan anak dari kekerasan seksual dinyatakan layak dalam kategori sangat baik. Produk ini disimpulkan layak untuk digunakan berdasarkan instrumen penilaian kelayakan bahan ajar cetak.Kata Kunci: Peningkatan kinerja guru; Modul guru; Anti kekerasan seksual anak; Pendidikan seksual.
The study from home policy was implemented to reduce crowds as an effort to suppress the spread of Covid-19. All levels of education were asked to learn from home, guided and facilitated by educators and educational institutions. Ideally, the learning process should run smoothly even though learning activities are carried out online. However, the shift in learning modes from face-to-face to online has created many learning problems. This study aimed to assess the effectiveness of the implemention of online learning models in Indonesia. This was a descriptive study and a quantitative approach was used. Data were collected online using a questionnaire. Data were analyzed interactively through three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. Based on the results, it was found that the implementation of online learning was effective. 100% of the lecturers implemented online learning using LMS, of which 86.67% were skilled at using the LMS platform in carrying out online learning. The lecturers used various strategies to organize learning, including integrating cognitive materials in core activities to improve student preparation, involvement and independence in online learning activities. In addition, 50% of the lecturers have conducted student satisfaction surveys on online learning. Keywords: effectiveness, learning model, online learning
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