PENGEMBANGAN PERANGKAT PEMBELAJARAN PERATURAN BARIS-BERBARIS BERBASIS BLENDED LEARNING DI PUSDIK BINMAS LEMDIKLAT POLRI

The purpose of this study is to drecribe the Baris-berbaris (PBB) learning in Pusdik Binmas, develop a learning tool of Peraturan Baris-berbaris (PBB) based on blended learning that is feasible and practical, and to test the effectiveness of the learning tool developed in terms of student achievement and learning motivation. The development of learning tools consists of four stages: define stage, design stage, develop stageand disseminate stage. The subjects in this study were 10 students for small group trials and field trials consisting of 25 students. The study was conducted at the Pusdik Binmas Lemdiklat Polri. The research instruments used were validation sheets, teacher assessment sheets, student assessment sheets, observation sheets and learning motivation questionnaires, and final tests. The criterion for the success of this study is if more than or equal to 75% of students obtain a final test score exceeding the KKM and more than or equal to 75% of students obtain a learning motivation score on high or very high criteria. The results showed that the development of learning tools is feasible, practical, and effective in terms of student achievement and student learning motivation scores. Learning tools developed according to experts have very feasible criteria. The results of teacher and student assessments, as well as observations of teacher and student activities indicate that the learning tools developed have minimal practical criteria. At the end of the learning activity, the final test and the filling of the learning motivation questionnaire were conducted and the result was that 84% of students got the final test score more than the KKM and 92% of students had a learning motivation score in the high or very high category

PENGARUH MODEL PEMBELAJARAN BLENDED LEARNING MENGGUNAKAN PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, ART, AND MATHEMATICS (STEAM) TERHADAP KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK

ABSTRAK Penelitian ini di latar belakangi adanya faktor rendahnya kemampuan berpikir kreatif peserta didik khususnya materi Hukum Newton Kelas X MIPA. Masalah yang akan diteliti yaitu tentang model pembelajaran Blended Learning menggunakan pendekatan Science, Technology, Engineering, Art and Mathematics (STEAM) terhadap kemampuan berpikir kreatif peserta didik. Penelitian ini merupakan Quasi Eksperimen menggunakan desain nonequivalent control group design. Populasi pada penelitian ini berjumlah 216 peserta didik kelas X MIPA SMA Negeri 5 Bandar Lampung. Sampel penelitian ini terdiri dari dua kelas yaitu kelas X MIPA 4 sebagai kelas kontrol dan kelas X MIPA 6 sebagai kelas eksperimen yang dipilih dengan teknik random sampling. Instrument pengumpulan data berupa test uraian yang berjumlah 9 butir soal. Berdasarkan penelitian yang telah dilakukan diperoleh data yang menunjukkan bahwa terdapat pengaruh model pembelajaran Blended Learning menggunakan pendekatan STEAM terhadap kemampuan berpikir kreatif. Hal ini ditunjukkan dengan sig sebesar 0,016 yang berarti signifikansi <0,05 sehingga diterima. Berdasarkan hasil tersebut terbukti bahwa model pembelajaran Blended Learning menggunakan pendekatan Science, Technology, Engineering, Art and Mathematics (STEAM) berpengaruh terhadap kemampuan berpikir kreatif peserta didik. Kata Kunci: Kemampuan Berpikir Kreatif, Model Pembelajaran Blended Learning, pendekatan STEAM iii ABSTRACT This research is motivated by the low factor of students' creative thinking skills, especially the material of Newton's Law Class X Mathematics and Natural Sciences. The problem to be studied is the Blended Learning learning model using the Science, Technology, Engineering, Art and Mathematics (STEAM) approach to students' creative thinking abilities. This research is a quasi-experimental design using a nonequivalent control group design. The population in this study amounted to 216 students of class X MIPA SMA Negeri 5 Bandar Lampung. The sample of this study consisted of two classes, namely class X MIPA 4 as the control class and class X MIPA 6 as the experimental class which was selected by random sampling technique. The data collection instrument is in the form of a description test, which consists of 9 questions. Based on the research that has been done, data shows that there is an effect of the Blended Learning learning model using the STEAM approach on creative thinking skills. This is indicated by a sig of 0.016 which means a significance <0.05 so that H_1 is accepted. Based on these results, it is proven that the Blended Learning learning model using the Science, Technology, Engineering, Art and Mathematics (STEAM) approach has an effect on students' creative thinking abilities. Keywords: Creative Thinking Ability, Blended Learning Model, STEAM approac

Blended learning in elementary school science learning: A systematic literature review

This article presents a systematic literature review (SLR) on blended learning in elementary school science learning. The method used is SLR and PRISMA protocol with the stages of identification, screening, eligibility, inclusion, abstraction, and data analysis assisted by Publish or Perish 7, Mendeley, VOSviewer, and NVIVO 12 Plus applications. The findings in Scopus found 906 articles, and then filtered them according to compatible themes into 54 pieces. The topic findings were blended learning, science learning, elementary school, the concept of blended learning, type of blended learning, the impact of blended learning, flipped learning, flip classroom, distance learning, distance education, active learning, online learning, blended and face-to-face learning, STEM, which were directly and indirectly connected. The 54 articles were analyzed according to the defined topics through NVIVO 12 Plus, and the results were described according to the research questions. The research findings explain that blended learning in elementary school science learning is a mixed learning model with the integration of synchronous-asynchronous technology, information, and communication technology (ICT), technological pedagogical content knowledge (TPACK), multimedia, and Android from planning to evaluation. The most studied type of blended learning is the flipped classroom, with as many as 11 studies. The implementation of blended learning has more positive impacts on students and teachers. Future research needs to explore blended learning in elementary school science learning and what students, teachers, and technological developments need

Blended Learning Innovation Model among College Students Based on Internet

In general, over 70% of students can adapt to this blended learning model after experiencing the blended learning model for some time, which can satisfy the in-dividual differences of students in a better way, attain some assistance from it and help to improve learning performance and learning ability. It can be discovered from this research that the blended learning model is superior to the single and traditional teaching mode or the pure network teaching mode in the aspects of in-spiring the learning interest of students, exercising self-management capability of students and self-evaluation ability. It can be seen from the specific situation of investigation data that it is feasible to implement the blended learning model in colleges and universities even though the overall level of students’ ability in the blended learning is low. As this is a preliminary investigation into the blended learning model, specific solutions or strategies have not been provided for some problems. However, it is believed to achieve greater effects if the research is con-tinued on the practice