The Impact of Blended Learning Assisted with Self-Assessment toward Learner Autonomy and Creative Thinking Skills

Abstract

In response to the demands of the twenty-first century to educate human resources to compete in a global environment, learner autonomy and the ability to think creatively are two crucial aspects for students in vocational education. It is in response to the fact that teachers change their teaching methods to be more creative. It became one of the main reasons for conducting research on the effect of blended learning in online learning with self-assessment on learner autonomy and creative thinking skill. This study used a quasi-experimental design in the form of a pretest-posttest control group design. The total number of students in this study was 70, with 36 in the experimental group and 34 in the control group. Data collection was achieved by the use of tests and questionnaires. A test instrument in the form of a description of 10 questions was used to assess critical thinking skills, and a questionnaire instrument with 30 statements was utilized to assess learner autonomy. Quantitative descriptive analysis and inferential statistical analysis were employed as data analysis methods and techniques. The manova data analysis technique was applied in this study, and the outcomes were 0.00 < 0.05. According to the findings of the study, blended learning with self-assessment had a partial or simultaneous effect on learner autonomy and creative thinking. However, the students’ creative thinking skill in clothing design was the most influential variable. As a result, self-assessment-assisted blended learning became a learning recommendation for increasing learner autonomy and creative thinking skill.

Use of Self-Assessment Questionaries with Moodle Surveys to Improve Reading Comprehension and Study Habits in Preservice Teacher Education

“…In addition, it has proven to be positive for autonomy in study habits in a presential modality, a modality less studied than blended learning (see, e.g. [3]). It is great news to have simple tools that Moodle offers as standard to be able to create self-assessments based on learning objectives, unlike other tools which include programming specific extensions for Moodle [29].…”

“…Therefore, continuous self-assessment can be beneficial for self-monitoring the learning process and improving its management [1]. Continuous self-assessment after each session is a system that has been in place in higher education for a long time [2], but this strategy is applied almost exclusively as a support for to improve autonomy in blended learning [3].…”

The Relationship between Self-Regulated Learning, Mindset, and 21st Century Skills in Blended Learning in Tahfiz Model Ulul Albab Curriculum

“…In addition, the integrated learning implemented in religious-based schools, such as the TMUA curriculum, might enhance students' interest in the teaching and learning process, hence improving their academic performance (Manan & Hanafi, 2020). Furthermore, blended learning has the potential to replace conventional learning and fulfill 21st century skills (Sudirta et al, 2022;Hadiyanto et al, 2021;Fatkhulloh & Haryanto, 2020). Therefore, it is undeniable that the integrated learning implemented in the TMUA curriculum is capable of engaging students in teaching and learning process, thus strengthening the self-regulated learning, mindset, and 21st century skills of the students.…”

Technology Enabled Integrated Fusion Teaching for Enhancing Learning Outcomes in Higher Education

“…Technology driven assessment can optimise the decisions of college teachers in a smart learning environment [22]. Blended learning combined with self-assessment has the potential to enhance autonomy of learners and critical thinking skills [23]. Industry 4.0 in an educational institution has an important role to play in context of society 5.0 as the two are interlinked [24].…”