Reading Comprehension through Blended Learning at IAIN Samarinda

Due to the growing need for English reading in the academic world, learners' reading abilities must be improved in order to have a better understanding of English texts. If learners grow comfortable with reading strategies, they will become more motivated to read, which will result in more exposure to foreign language information. The researchers discovered that students who were taught using Blended Learning and mobile learning had increased reading abilities in English and a more favorable attitude toward Blended Learning in reading class. The study included both quantitative and qualitative approaches. The experiment is conducted by the administration of a test to collect data on learning outcomes, while the qualitative data is collected through the use of questionnaires and interviews. IAIN Samarinda's first semester sampled 32 students. The findings were analyzed using the t-test method. It was found based on the two scores and the t-value that there was a statistically significant increase in reading for learning to use a blended learning approach. Additionally, the questionnaire and student interview data about the perspective of blended learning in reading classrooms indicated that blended learning had a favorable influence. Blended learning may be utilized to assist learning in English language lessons. The advantages of blended learning as a supplement to secondary or foreign language education will benefit students

Embedding a Blended Learning Approach From First Year

As DIT strives to enhance the transition of students into third level education, a number of priority areas were identified as part of the ongoing STEER (Student Transition, Expectations, Engagement, Retention) initiative. Ultimately the onus is on DIT to enable students to become self-directed learners. Blended learning is positioned as a solution to aid in this transition. It has been described as the combination of traditional face-to-face teaching methods with authentic online learning activities (Davies & Fill, 2007, p. 817). However, it is not without risk to assume that first year students have a natural affinity with blended approaches, as Garrison and Vaughan (cited in Moore & Gilmartin, 2010, p.4) opined those who have grown up with interactive technology are not always comfortable with the information transmission approach of large lectures. Students expect a relevant and engaging learning experience . The purpose of our project is to provide a rationale for redesigning a module for blended delivery and how blended learning can be implemented, with specific focus on first year undergraduate modules. It is hope that this report can help address current challenges in the application of blended learning, and also make a definite contribution to the laudable STEER goals. This report will initially consider the background to blended learning and the challenges associated with the approach, before finally exploring the practical implications of introducing blended learning to early stage students in a staged fashion and presenting a practical How to guide for blended learning

Critical thinking dispositions among polytechnic students: why does it matter?

This study explored the critical thinking dispositions of polytechnic students. The study was conducted in the northern zone of Malaysia on 194 polytechnic students from the Departments of Mechanical and Electrical Engineering. Data were collected using the Engagement, Maturity, and Innovativeness (EMI) critical thinking disposition assessment. Then, the data was analysed using the SPSS version 21 software. Analysis of data comprised of descriptive statistics (percentage, mean and standard deviation) and inferential statistics (one-way analysis of variance, independent sample t-test, and Pearson’s correlation). The study points to no significant relation between gender and department. Further analysis showed that there is a strong relationship between CGPA and critical thinking disposition. Therefore, there is a need among students for special assistance in cultivating their critical thinking dispositions from the aspects of engagement and maturity

Blended Learning Model During the Covid-19 Pandemic: Analysis of Student’s' Mathematical Disposition

The purpose of this study is to describe the mathematical disposition of students who use blended learning during the Covid-19 pandemic. This research is a descriptive qualitative research. The research subjects were four students from the sixth semester of mathematics education study program. The research instrument was a student mathematical disposition questionnaire. The results of the study concluded that the average level of mathematical disposition of students was classified as moderate. If seen from the indicators, only the monitor and evaluate indicators are classified as high category. Indicators of persistence and perseverance, especially when lecturers present interesting contextual problems. Many indicators of curiosity arise when lecturers invite students to be active in learning, for example students are invited to study in groups. Many self-confidence indicators appear when lecturers ask students questions. While many flexible indicators appear when lecturers give open ended questions

Microteaching Based Blended Learning at University

The purpose of this study is to construct learning methods that are relevant in microteaching learning using a blended learning approach, namely combining offline face-to-face learning with e-learning. The research method uses classroom action research with two cycles. In the first cycle of digital-based learning (synchronous) and the second cycle using direct learning (asynchronous). Each cycle goes through CAR procedures such as: planning, implementing, observing, and reflecting. The results of this study indicate that microteaching based on blended learning gives a positive nuance to students' ability to practice basic teaching skills, especially skills in opening lessons. The asynchronous approach provides best practice experience for students on how to open lessons properly and the synchronous approach provides insight and additional experience for students to be able to adapt to advances in science and technology in the industrial era 5.0

Effectiveness of Online Blended Learning and Critical Thinking Skills of Biology Students in Indonesia: Meta-Analysis Study

This study aims to determine the effectiveness of online blended learning and critical thinking skills of biology students in Indonesia.  This type of research is a meta-analysis study. This research data comes from 13 national and international journals.  The inclusion criteria of the meta-analysis are publications derived from google Scholar, ScienceDirect, ERIC, Springer, and Pubmed databases, the study has two classes of experiments blended learning and conventional controls, research publications must be indexed by Scopus, SINTA and WOS, research comes from reputable journals or proceedings and sample size (N) > 20 students. Keyword data search consists of blended learning; blended learning on the critical thinking skills of biology students; students' critical thinking skills; Online blended learning. Data analysis calculates summary effect size, heterogeneity test and analyzes publication bias with JSAP application. The results of the study concluded that the summary effect size value (ES = 1.05) criteria was high and the total sample (N = 1070) of students This finding shows that online blended learning effectively encourages critical thinking skills in biology students compared to conventional learning

Pengaruh Aktivitas Berbagi Pengetahuan dan Mediasi Budaya terhadap Kemampuan Inovasi Guru

Abstract: This study aims to measure the influence of tacit and explicit knowledge on teacher teacher innovation capability in Indonesia mediated by organizational culture. Data collection was carried out by simple random sampling via electronic to a population of teachers in Jabodetabek. The returned and valid questionnaire results were 231 samples. Data processing using SEM method with SmartPLS 3.0 software. The results of this study are tacit knowledge sharing has a positive and significant effect on teacher innovation capability, both directly and through mediating organizational culture. While explicit knowledge sharing only has a positive and significant effect on teacher innovation capability through organizational culture mediation. This novel research is proposing a model to build teacher innovation capability among teachers through tacit & explicit knowledge sharing with organizational culture as mediation. This research can pave the way to improve teacher readiness in facing the era of education 4.0.  Abstrak: Penelitian ini bertujuan untuk mengukur pengaruh tacit dan eksplisit knowledge terhadap kemampuan inovasi guru guru di Indonesia yang dimediasi oleh budaya organisasi. Pengumpulan data dilakukan secara simple random sampling melalui elektronik terhadap populasi guru di Jabodetabek. Hasil kuesioner yang kembali dan valid sebanyak 231 sampel. Pengolahan data menggunakan metode SEM dengan software SmartPLS 3.0. Hasil penelitian ini adalah tacit knowledge sharing berpengaruh positif dan signifikan terhadap kapabilitas inovasi guru, baik secara langsung maupun melalui mediasi budaya organisasi. Sedangkan berbagi pengetahuan eksplisit hanya berpengaruh positif dan signifikan terhadap kemampuan inovasi guru melalui mediasi budaya organisasi. Penelitian baru ini mengusulkan suatu model untuk membangun kapabilitas inovasi guru di antara para guru melalui tacit dan eksplisit knowledge sharing dengan budaya organisasi sebagai mediasi. Penelitian ini dapat membuka jalan untuk meningkatkan kesiapan guru dalam menghadapi era pendidikan 4.0.    

Students’ Learning Difficulties in Blended Learning: A Case Study

Blended learning is a flexible learning environment that could enhance learning. However, its implementation has not been entirely successful, as many students still face difficulties in learning and adapting to this learning environment. This research aims to understand why students experience learning difficulties in blended learning. The research approach used is qualitative research with a case study design. The results of the study show that the learning difficulties experienced by accounting students in blended learning environment are caused by low self-regulated learning, inadequate family support, poor internet connectivity, lack of immediate feedback, communication barriers, and students dissatisfaction with online learning session

THE EFFECTIVENESS OF THE BLENDED LEARNING MODEL ON THE STUDENTS’ CRITICAL THINKING SKILLS AND LEARNING MOTIVATION IN ACCOUNTING DEPARTMENT

Abstract:The accountant profession in the 21st century requires good critical thinking skills so that developing the skills needed in the 21st century is necessary in the accounting student’ learning environment. Therefore, the technology can be used as a medium for learning and communication between the students and the lecturers. In addition, the problem based learning model as a learning that requires the students to actively participate in each learning to develop the critical thinking skills so that the integration between problem-based face-to-face learning and learning utilizing technology in e-learning media is expected to improve the students’ critical thinking skills and the learning motivation. The research aims to: (1) find out the implementation of an effective blended learning model towards the students’ critical thinking skills and the learning motivation, and (2) to find out the difference in the students’ critical thinking skills and the learning motivation between the experimental class and the control class. This research is a quasi experimental research with non equivalent control group design. The study used one experimental group and one control group. The population in this study was the students who took introductory courses in accounting and accounting information systems so that the samples were taken by using purposive sampling technique. The instruments used are the essay test for the critical thinking skills and the questionnaire for the learning motivation. The data analysis techniques used are paired sample t test and independent sample t test assisted by SPSS 26.00. The findings show that: (1) the results of the paired simple t test show that the implementation of the blended learning model effectively improve the students’ critical thinking skills and the learning motivation, and (2) The results of the independent simple t test show that the students’ critical thinking skills and the learning motivation of the experimental class have a significant difference with the students of the control class.Abstrak:Profesi akuntan pada abad 21 membutuhkan keterampilan berpikir kritis yang baik sehingga diperlukan lingkungan belajar mahasiswa akuntansi yang mampu mengembangkan keterampilan yang dibutuhkan di abad 21. Oleh karena itu, teknologi dapat dimanfaatkan sebagai media untuk belajar dan komunikasi antara mahasiswa dan dosen. Selain itu, model problem based learning sebagai pembelajaran yang menuntut mahasiswa berpartisipasi aktif dalam setiap pembelajaran untuk mengembangkan keterampilan berpikir kritisnya sehingga integrasi antara pembelajaran tatap muka berbasis problem based learning dengan pembelajaran yang memanfaatkan teknologi di media e-learning diharapkan dapat meningkatkan keterampilan berpikir kritis dan motivasi belajar mahasiswa. Adapun penelitian ini bertujuan untuk: (1) mengetahui implementasi model blended learning yang efektif terhadap keterampilan berpikir kritis dan motivasi belajar mahasiswa, (2) mengetahui perbedaan keterampilan berpikir kritis dan motivasi belajar mahasiswa antara kelas eksperimen dengan kelas control. Penelitian ini merupakan quasi experimental dengan desain non equivalent control group design. Penelitian ini menggunakan satu kelompok eksperimen dan satu kelompok kontrol. Populasi pada penelitian ini adalah mahasiswa yang mengambil mata kuliah pengantar akuntansi dan sistem informasi akuntansi sehingga sampel diambil secara purposive sampling.  Teknik pengumpulan data untuk keterampilan berpikir kritis adalah tes sedangkan untuk motivasi belajar menggunakan angket. Teknik analisis data yang digunakan adalah paired sample t test dan independent sample t test dengan bantuan SPSS 26.00. Hasil penelitian menunjukkan: (1) Hasil uji paired simple t test menunjukkan implementasi dari model blended learning secara efektif meningkatkan keterampilan berpikir kritis dan motivasi belajar mahasiswa,  (2) Hasil uji independent simple t test menunjukkan keterampilan berpikir kritis dan motivasi belajar mahasiswa kelas eksperimen memiliki perbedaan secara signifikan dengan mahasiswa kelas kontrol

PENERAPAN BLENDED LEARNING PADA MATA KULIAH DASAR-DASAR PENGEMBANGAN KURIKULUM

Penelitian ini bertujuan untuk meningkatkan hasil belajar mahasiswa pada mata kuliah Dasar-Dasar Pengembangan Kurikulum di program studi S1 Pendidikan Olahraga Universitas PGRI Palembang setelah dibelajarkan menggunakan blended learning. Metode penelitian yang digunakan yaitu penelitian tindakan yang dikembangkan oleh Kurt Lewin. Hasil penelitian menunjukkan adanya peningkatan hasil belajar di tiap siklusnya, yaitu pada pra-siklus sebanyak (33%) mahasiswa berada dalam kategori tuntas, pada siklus 1 sebanyak (78%) mahasiswa sudah berada dalam kategori tuntas, dan pada siklus 2 hampir semua (94%) mahasiswa berada dalam kategori tuntas . Tingkat kepuasan mahasiswa terhadap pembelajaran dengan blended learning yang dilakukan sebesar 52% cukup puas, 37% merasa puas dan 11% merasa sangat puas. Dengan adanya peningkatan hasil belajar tersebut, penerapan blended learning dapat dijadikan solusi alternatif dalam upaya meningkatkan hasil belajar mahasiswa pada program studi pendidikan olahraga