Using Blended Learning Approach (BLA) in Inclusive Education Course: A Study Investigating Teacher Students’ Perception

Abstract

The purpose of this research is to explore the students’ perception about the implementation of blended learning approach (BLA) in inclusive education course. Thirty (30) students participated in this research. The data collection was done by open interview to know students’ perception about the implementation of blended learning. The interview results were analyzed using context analysis techniques. Based on the data analysis, there are four catego-ries of students' attention, namely: display of learning management system (LMS); accessibility; the benefits and sustainability. Student perceptions of each category are: the LMS display on the web of 50.53% is appropriate and simple, but must be modified to make it easier for students to understand. The negative perception about accessibility of 69.57% indicates that internet access to the web is still unstable and slow. Positive perception about BLA benefit of 66.94% indicates good benefits to students especially in terms of adding learn-ing experiences, knowledge, variations of learning models and learning more flexible and independent. A positive perception of BLA sustainability of 66.18% indicates should be continued because it can increase students' learning interest, learn more modern, flexible and independent.

SETS (Science, Environment, Technology, and Society) Vision Thematic Learning Model in Improving Disaster Material Understanding of Elementary School Students

“…Students can easily understand it because it has often been found around them. Learning materials that are contextually packed and close to students will be more easily accepted by students [12]; [13]; [14]; [15]; [16]; [17]; [18]. This also happened to the implementation of the thematic SETS vision learning where students were more receptive to disaster material because it was packaged in an organized and contextual manner to increase understanding of disaster material higher than the control group.…”

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

“…In this case, it can be indicated that the b-learning method, in comparison with the expository method generates an improvement in Basic Vocational Training students in motivation [52]; in the relationship between the teacher and the student [54]; in the relationship between the students and the didactic content [49]; in the relationship between students [51]; in autonomy [55], in collaboration [56]; in the deepening of content [50]; in the resolution of pedagogical acts; in the perception of the class time; in self-evaluation [59]; and in the grades of the module studied [53].…”

“…In order for the b-learning method to be implemented with a number of guarantees, it first requires a great deal of effort and dedication on the part of the teacher [45], as well as instructional design of the teaching and learning process [46]. The key competence of learning to learn should also be enhanced [47], new roles for teachers and students should be clearly established [48], curricular flexibility should be encouraged [49], different learning styles for students should be addressed [50] and cooperative and collaborative work should be promoted [51].…”

The Impact of Using Instructional Strategy Based on The Brain’s Natural Learning Systems for Special Needs Students in the Inclusive Classroom

“…For that general teacher (GT) and special teacher (ST) must be able to work together so that SNS can achieve the success of learning. In an inclusive classroom with the conditions of characteristics and diversity possessed by students, requires teachers to be able to design instruction that can be carried out by general students (GSs) and SNSs (Saloviita, 2018;Rasmitadila et al, 2020).…”