Model Blended Learning Di Program Studi Pendidikan Matematika Untirta

Mutaqin, Anwar; Marethi, Indiana; Syamsuri, Syamsuri

doi:10.21831/cp.v1i1.8384

Cited by 15 publications

(12 citation statements)

References 4 publications

(4 reference statements)

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“…Results show that the competency of the experimental class students superior to the control class. It indicate that the project-base approach combined with mobile learning has contributed significantly to the student's competence [20]. It is apparently that with project-base, teachers are given the flexibility to develop their capabilities in accordance with their capacity.…”

Section: E Discussionmentioning

confidence: 97%

Teacher Professional Education Requires Learning Mobile-based and Project-based

Hendrayana¹,

Wahyudin²

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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Increased teacher competence is the focus of the current Indonesian government. Thus, there should be efforts made to support the government program. Since, in the 21st century, the achievement of competence in teachers is no longer classical but must experience a tremendous jump. The jump can be achieved by organizing learning that utilizes Information and Communication Technology (ICT). One form of ICT products is mobile learning, where learning resources can be accessed anywhere and anytime. The success of mobile learning is dependent on the selection of appropriate learning approaches. One appropriate approach for mobile learning is projectbased learning. The purpose of this study is to examine the effect of learning with the approach of project-based learning and the use of mobile-learning to students' competencies, interest, and motivation. Results show that theachers' competences, interest, and motivation who receive project-based learning with mobile learning are good. This is indicated by; first, the better acceptance of ICT learning compared with learning without it, secondly, the portfolio developed by students in ICT implemented classes is better than the learning without it, thirdly, students have a high interest in ICT learning, students have good enthusiasm and activeness, and more importantly, students benefit by implementing ICT-based learning.

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Section: E Discussionmentioning

confidence: 97%

Teacher Professional Education Requires Learning Mobile-based and Project-based

Hendrayana¹,

Wahyudin²

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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“…A high interest in learning by using integrated ICT shows that students actually have sufficient prerequisite skills so that the application of learning by using integrated ICT to attract them. The interest held is relevant to the student's early schemes [3,7] and the scheme becomes a provision for understanding the concepts that will be taught and will conclude on subsequent concepts of understanding [8][9]. Learning with respect to the scheme can improve the ability to learn well [10] Interest and motivation of students on learning by using integrated ICT is 76%.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Integrated Information and Communication Technology Use in Teaching and Learning on Student Competence at University

Hendrayana¹,

Hidayat²,

Pujiastuti³

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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Currently, online learning is inevitable. There have been many studies that suggest that there are many advantages of online learning. To serve the online learning, has created a lot of Learning Manajament System (LMS). Even so, there are currently not many who integrate LMS with Public facilities and services at the University. The University of Sultan Ageng Tirtayasa has developed it. The research method used in this research is quasi experiment. The result of the research shows that students' competence and work are better. In addition, interest and motivation of students to learn to be better. To the end, institutions must be serious about applying learning with the help of ICT by providing financial support and supporting policies.

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“…Pertemuan tatap muka di kelas dapat dimanfaatkan untuk mendiskusikan bahan-bahan yang tersedia di sistem schoology. Hal ini memacu siswa untuk mampu mengatur ritme belajar yang tidak hanya di dalam kelas, tetapi juga di luar kelas melalui sistem blended leaarning tersebut (Mutaqin, Marethi, & Syamsuri, 2016).…”

Section: Pendahuluanunclassified

Blended Learning: The Effectiveness of Schoology Based E-Learning on Mathematic Communication Ability

Setiyani

2019

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BLENDED LEARNING: KEEFEKTIFAN E-LEARNING BERBASIS SCHOOLOGY TERHADAP KEMAMPUAN KOMUNIKASI MATEMATISAbstrakPenelitian ini bertujuan untuk mengetahui efektivitas e-learning berbasis schoology terhadap kemampuan komunikasi matematis siswa SMP pada materi Sistem Persaman Linier Dua Variabel (SPLDV). Populasi penelitian adalah seluruh siswa kelas VIII salah satu SMP di Kota Cirebon. Sampel terdiri atas kelas VIII-B2 sebagai kelas eksperimen yang menerapkan schoology dan VIII-C2 sebagai kelas kontrol tanpa menggunakan schoology. Adapun proses pengambilan sampel menggunakan teknik purposive sampling. Jenis penelitian ini adalah quasi eksperimen dengan desain Nonequivalent Control Group Design. Teknik pengumpulan data dilakukan dengan tes kemampuan komunikasi matematis dan angket respons. Data dianalisis menggunakan uji normalitas, uji homogenitas, uji-t, dan uji gain. Hasil penelitian menunjukkan bahwa kemampuan komunikasi matematis kelas eksperimen yang menggunakan schoology lebih baik daripada tanpa menggunakan schoology. Hasil rata-rata N-gain yang diperoleh sebesar 0,68 dan berada pada kategori peningkatan sedang. Siswa memiliki respons positif terhadap pembelajaran menggunakan schoology. Melalui aplikasi schoology, siswa belajar secara berkelanjutan tanpa terbatas oleh ruang kelas dan efektif digunakan sebagai media dalam pembelajaran.AbstractThis study was aimed at determining the effectiveness of schoology based e-learning on the mathematical communication ability of junior high school students on the Linier Equation System of Two Variables (LESTV). The population in this study were all students of class VIII junior high school in Cirebon. The sample consisted of two classes, VIII-B2 as an experimental class applying schoology and VIII-C2 as a control class without using schoology. The sampling process used purposive sampling technique. This type of research used was a quasi-experimental design with Nonequivalent Control Group Design. The data collection techniques were carried out by tests of mathematical communication skills and response questionnaires. The data were analyzed using normality test, homogeneity test, t-test, and gain test. The results show that the students of experimental class that use schoology have higher ability than the students of the control class. The average N-gain obtained is 0.68 and as moderate category. The students have a positive response to learning using schoology. Through the schoology application, students allow to learn continuously without being limited by the classroom and effectively used as a medium in learning.

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Model Blended Learning Di Program Studi Pendidikan Matematika Untirta

Cited by 15 publications

References 4 publications

Teacher Professional Education Requires Learning Mobile-based and Project-based

Teacher Professional Education Requires Learning Mobile-based and Project-based

The Influence of Integrated Information and Communication Technology Use in Teaching and Learning on Student Competence at University

Blended Learning: The Effectiveness of Schoology Based E-Learning on Mathematic Communication Ability

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