Respon Mahasiswa Pada Pembelajaran Hybrid Pasca Pandemi Covid-19

Ismunandar, Denni; Nandang, Nandang

doi:10.30605/proximal.v5i1.1609

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Pandemi COVID-19 telah menjadi pemicu utama bagi perubahan mendalam dalam sistem pendidikan global. Perubahan tersebut mendorong lembaga pendidikan untuk melakukan transisi cepat dari model pembelajaran konvensional menuju model pembelajaran yang menggabungkan pendekatan daring (online) dan luring (offline), yang dikenal sebagai model pembelajaran hybrid (Lutvaidah & Purnama, 2023). Model ini menciptakan paradigma baru dalam dunia pendidikan dengan mengombinasikan teknologi digital dengan pengalaman belajar langsung di kelas.…”

Section: Pendahuluanunclassified

Evaluasi Efektivitas Program Pembelajaran Hybrid Pasca Pandemi COVID-19 Dan Pengembangan Website Pembelajaran Online

Arifin

2024

Cetta

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During the pandemic, educational institutions closed schools, campuses and the learning process was carried out without face-to-face in class, then along with the pandemic disaster, many innovators created learning facilities without having to be in classrooms by utilizing information technology, namely internet connections with computer networks. The goal is to take advantage of the advantages of both methods. Hybrid learning has advantages and disadvantages, namely: (1) Flexibility: Provides convenience for students to arrange learning schedules according to their needs; (2) Diverse learning experiences: Combining traditional approaches and the latest technology; (3) Digital skills development: Encourage learners to be more skilled in using technology. The research method used is research and development (R & D), which is a basic research activity to obtain information on user needs (needs assessment), then continued with development (development). From the analysis of the data obtained, that the hybrid learning program (combination) of online and face-to-face learning in the classroom has a positive effect on learning outcomes. The hybrid learning method, which integrates aspects of online with face-to-face learning, remains relevant even outside of pandemic conditions with various justifications. Hybrid learning programs, which combine online and face-to-face learning, have a positive influence on learning outcomes. Hybrid learning offers a variety of advantages, including flexibility, enriching learning experiences, adapting to student needs, mastery of technology, preparation for the future, personalized learning, balance of life and learning, cost and resource savings, and promoting collaboration and networking.

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Section: Pendahuluanunclassified

Evaluasi Efektivitas Program Pembelajaran Hybrid Pasca Pandemi COVID-19 Dan Pengembangan Website Pembelajaran Online

Arifin

2024

Cetta

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“…Hybrid learning has catalysed the adaptation of immersive technology as an artefact in object-based learning and student-centred learning (Kee et al, 2023). Obstacles in hybrid learning include limitations in terms of knowledge, and skills or abilities in mastering technology, computer devices, and basic knowledge about hybrid learning (Ismunandar & Nandang, 2022). Meanwhile, one form of integrating the internet in the learning process is the application of hybrid learning (Rahayu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Opportunities and Challenges of Hybrid Learning in Higher Education in Terms of Student’s Digital Literacy Capabilities

Rahmatulloh,

Napis

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The research aims to analyze the map of students' digital literacy capabilities as opportunities and challenges in implementing hybrid learning. The research uses a survey method with descriptive analysis. The sample was 35 Mathematics Education students, FMIPA, Indraprasta PGRI University, taken using a purposive sampling technique. The research results showed 82.83% digital literacy skills, with the largest percentage being the ability to use technology, namely 30.0% and information and data literacy skills at 21.83%, communication skills at 12.68%, critical thinking at 12.20%, and digital security (e-safety) capabilities of 11.74%. These results show that students' digital literacy skills are still not evenly distributed in every dimension, where the ability to use technology and information and data literacy is quite good, while communication, critical thinking and digital security skills are still lacking. The implementation of hybrid learning is still in the transition stage, namely the ability to utilize technology, literacy and data information. Thus, based on the map of students' digital literacy abilities, it can be concluded that students' digital literacy abilities need to be improved to answer the opportunities and challenges of implementing hybrid learning.

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“…The following study, 'Implementation of Hybrid Learning Model in the Learning Process of Statistics II Course in the Management Study Program of FPEB UPI', found that the hybrid learning model is less effective for quantitative courses. Another study, 'Student Response to Hybrid Learning After the Covid-19 Pandemic', concluded that the hybrid learning model requires the support of other applications for exercises in order to help the development of student reasoning (Ismunandar & Nandang, 2022). The last referred previous study 'Blended Learning in a Reading Course: Undergraduate EFL Student' Perceptions and Experiences' stated that the students' perceptions suggested that in blended learning they acquired some advantages and challenges (Pitaloka et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Navigating Hybrid Language Learning Realities: Students' Views on Workload & Time Allocation during Covid-19

Khatib,

Riady

2023

REiLA Journal

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The Covid-19 pandemic in Indonesia led a shift in university learning policies towards a hybrid learning model. The objective of this study is to determine how English literature students feel about the workload and time suitability of hybrid learning. The descriptive quantitative research method was employed, with questionnaires serving as instruments. The questionnaire consisted of five Likert items in order to gather information for the research findings. The questionnaire was distributed to 467 out of 870 students enrolled in the English Literature Study Program at Gunadarma University using google form and was analysed using a descriptive approach. Data collection used random sampling technique in the odd semester of the 2021/2022 academic year. Ali’s (2018) three aspects of learning literature were used to categorize the data. The eight courses perceived were categorised into 3 groups, e.g., language structure (ls), rhetorical (r) and contextual knowledge (ck). The research results show that perceptions related to time suitability are very good with an average of 45.30% (ck), 48.68% (r), and 48.9% (ls). The perception of workload also has positive results, with 41.14% (ls), 42.26% (r) and 48.7% (ck). These results indicate that the learning model is feasible and acceptable for language and literature study program. The findings highlighted collaboration and commitment of participants in hybrid learning environments. It also displayed the eight courses that were thought to be required for determining the best teaching-learning strategy to use for hybrid learning. In order to improve these findings, it is suggested that additional research be conducted to investigate students' perceptions of other variables.

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Respon Mahasiswa Pada Pembelajaran Hybrid Pasca Pandemi Covid-19

Cited by 3 publications

References 3 publications

Evaluasi Efektivitas Program Pembelajaran Hybrid Pasca Pandemi COVID-19 Dan Pengembangan Website Pembelajaran Online

Evaluasi Efektivitas Program Pembelajaran Hybrid Pasca Pandemi COVID-19 Dan Pengembangan Website Pembelajaran Online

Opportunities and Challenges of Hybrid Learning in Higher Education in Terms of Student’s Digital Literacy Capabilities

Navigating Hybrid Language Learning Realities: Students' Views on Workload & Time Allocation during Covid-19

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