Meningkatkan Kemandirian Belajar Mahasiswa Melalui Penerapan Blended Learning pada Mata Kuliah Algoritma dan Pemrograman I

Hendrik, Billy; Masril, Mardhiah; Firdaus, Firdaus

doi:10.31004/edukatif.v3i4.1156

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…Blended learning produces a positive correlation to learning outcomes, which means that the higher the implementation of blended learning, the higher the learning outcomes of participants (Atika et al, 2020). Hendrik et al (2021) explained that blended learning using Google Classroom supports blended learning to be very effective. The effectiveness of blended learning can be seen from the independence of students in the learning process.…”

Section: Implementation Of Blended Learning Methodsmentioning

confidence: 99%

An Implementation of Online Blended Learning Training and Learning Management System in The Covid-19 Pandemic

Hakim

Arbarini

Raharjo

2022

Journal of Nonformal Education

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The existence of the COVID-19 pandemic outbreak has caused a high level of open unemployment in Indonesia. To overcome this problem, the Indonesian Ministry of Manpower held training to be given to people who do not have the skills and want to develop their skills. There are two kinds of training provided, namely blended learning training and online learning management system. This study aims to describe (1) the implementation of blended learning-based online training and LMS (2) Obstacles and solutions to the implementation of blended learning and LMS training. The research method used is a qualitative method. The research subjects included 2 training program managers, 2 training instructors, 2 training participants. The data collection techniques included in-depth interviews with 2 training program managers, 2 training instructors, 2 trainees, observation, and documentation related to the implementation of blended learning and LMS training. The validity of the data used triangulation of sources. The data analysis techniques consist of data collection, data reduction, data presentation and drawing conclusions. The results of the study explain that blended learning training was carried out with a portion of 30% online and 70% offline, while LMS was carried out online by combining an e-training platform as a learning support. The obstacle in implementing this training was the internet network connection. The solution provided was the training instructor reviewed the training material during offline training. In conclusion, BBPLK Semarang is one of the institutions that implement blended learning and LMS which has been held since the beginning of the pandemic by combining e-training. This implementation had several obstacles including internet connection and there were still some participants who did not have adequate gadgets. The implementation of this training was supported by the replacement of internet quota fees that could support blended learning and LMS training.

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Section: Implementation Of Blended Learning Methodsmentioning

confidence: 99%

An Implementation of Online Blended Learning Training and Learning Management System in The Covid-19 Pandemic

Hakim

Arbarini

Raharjo

2022

Journal of Nonformal Education

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“…At the undergraduate level, students must also play an active role in learning independently (Fitriasari et al, 2018;Hendrik et al, 2021). Blended learning is proven to form student independence in learning as long as it is mixed in such a way that students are accustomed to independent learning (Diana et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of blended learning implementation for algorithm and programming course

Yuricha

Phan²

2023

jitp

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Algorithm and programming is a prerequisite course at the beginning of the semester, which not only requires an understanding of the basic concepts but also how these concepts can be implemented using a programming language. However, 72% of students have never studied programming at all. This is a challenge for teachers to be able to achieve learning objectives. This study aims to describe the learning design using the Blended Learning model so that its effectiveness can be measured in increasing student understanding in algorithms and programming courses. This research is Classroom Action Research (CAR) with a one-group pre-test post-test design for seven cycles implementing Blended Learning. Through the Wilcoxon Signed Rank test, it was found that there is an average of 92% increase in student understanding from the pre-test to the post-test. Therefore, the application of Blended Learning needs to be done and provides mature readiness for students during face-to-face meetings and teachers can evaluate learning outcomes more quickly and determine the direction of further learning actions.

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“…Blended learning could help resolve the issue of learning environments that cannot adequately accommodate different student characteristics (Hapizah, 2015;Hendrik et al, 2021). Students have more flexibility in their learning time by participating in mixed learning.…”

Section: Introductionmentioning

confidence: 99%

Implementing Project-Based Blended Learning Model Using Cognitive Conflict Strategy to Enhance Students’ Mathematical Spatial Literacy

Sari¹,

Priatna²,

Juandi³

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">High school teachers are mentors and facilitators that must be concerned about their students' formal thinking abilities. Students may not take a conservation task seriously because they perform operations without consulting. This necessitates modifying the learning process to increase student motivation. Therefore, this study aimed to examine students' mathematical spatial literacy through project-based blended learning with the cognitive conflict strategy. The study sample comprised 129 students, including 66 and 63 in the experimental and control classes, respectively, divided into the low, medium, and high levels. The findings showed that the experimental class students using project-based blended learning with the cognitive conflict strategy had higher mathematical spatial literacy than those in the control class using problem-based learning. Project-based blended learning with the cognitive conflict strategy and problem-based learning students at the high and moderate levels differed in their ability to increase their mathematical spatial literacy. However, low-level students are comparable in their ability to increase their mathematical spatial literacy.</p>

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Meningkatkan Kemandirian Belajar Mahasiswa Melalui Penerapan Blended Learning pada Mata Kuliah Algoritma dan Pemrograman I

Cited by 7 publications

References 6 publications

An Implementation of Online Blended Learning Training and Learning Management System in The Covid-19 Pandemic

An Implementation of Online Blended Learning Training and Learning Management System in The Covid-19 Pandemic

Effectiveness of blended learning implementation for algorithm and programming course

Implementing Project-Based Blended Learning Model Using Cognitive Conflict Strategy to Enhance Students’ Mathematical Spatial Literacy

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