Development of Learning Guide with Project-based Blended Learning in Vocational High Schools during the Covid-19 pandemic (original) (raw)
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VII INTERNATIONAL CONFERENCE “SAFETY PROBLEMS OF CIVIL ENGINEERING CRITICAL INFRASTRUCTURES” (SPCECI2021)
The COVID-19 outbreak has swept across the world and has had a long-lasting impact on all aspects of life in society. Indonesia is one of the countries most affected by the covid 19 outbreak. Several policies in education have been implemented. One of the learning innovation models applied in Vocational High Schools (Yogyakarta Special Region and Central Java Province) is the project-based blended learning model. The project-based blended learning model is believed to be by the characteristics of Vocational Schools, which can facilitate the achievement of student's cognitive and psychomotor competencies. The concept built is mixed learning between face-to-face in-class and online systems. So, project-based learning (PjBL) is carried out face-to-face (in the workshop), while theory is carried out online with an existing platform. However, there are still many complaints from teachers and students in implementing the innovation model. The results of data analysis in several journals: the findings of practical learning by using PjBL during the digital technology assistance period can improve learning outcomes, motivation, critical thinking skills. Several findings regarding the obstacles experienced in the implementation of PjBL during the Covid-19 pandemic, among others: signals and educators and students who do not master technology. Many factors cause the model to not be optimal, such as the lack of information related to the new model procedure, lack of socialization and technical guidance to teachers as model implementers, accessibility of information and communication technology is still low, human resources form of interaction that exists between educators and students, not running as, it should or communicative-interaction, the sensitivity of the education community in accepting educational innovations, media channels have not been able to distribute innovation information during society, and the perception of educational community groups in solving problems and accepting innovations.
2019
The objective of this research is to know the perception of future teachers of Elementary and Early Childhood Education in Blended Learning mode of the Faculty of Education at the Pontifical University of Salamanca on the use of an innovative methodology as is the Project Based Learning (PBL) for the acquisition of digital competence. In order to do this, we are here presenting a didactic proposal using Project Based Learning (PBL) as a methodological approach, which is framed in the subject of Information and Communication Technologies (ICT) in the field of education. A quantitative methodology has been carried out using the technique of the questionnaire for data collection. For the assessment, the Questionnaire of Effectiveness of the use of methodologies for Active Participation (CEMPA) has been used. This has been divided into 4 dimensions: Specific Skills, General Skills, Systemic and Interpersonal Skills (Carrasco, Donoso, Duarte-Atoche, Hernandez & Lopez, 2015). The outcomes are highly positive. These results are supported by other results obtained in former investigations which underwent similar research. Likewise, it is shown that the use of this methodology facilitates the acquisition of digital competence, as well as the development of different skills that are addressed with the use of this type of methodology. In conclusion, it can be established that the PBL has helped students of the Blended Learning mode to obtain a significant learning both, in the Specific skills as in the General and Systemic ones. On the contrary, no significant learning in Interpersonal skills has been obtained. This may be due to the fact that students under the Blended Learning mode have little interaction with the rest of their peers since it takes place mainly through digital channels.
International Journal of Interactive Mobile Technologies (iJIM)
Engineering education is an important part of preparing quality graduates for the challenges of the Covid-19 and post-pandemic conditions, and electronics engineering education is no exception. Blended learning-based projects as an alternative to innovative learning at this time. This study aims to explore and explain the application of blended learning-based projects in electronics engineering education courses. The research method used is a project-based product design and development carried out by blended learning. We conduct our project activities in higher education special students from Electronic Engineering Education that take part in the learning of this project. Students who participate are only limited to small groups to avoid the impact of the Covid-19 pandemic, in 1 small group consisting of 3-5 people and there is 1 group leader who manages the work, while other members are supportive and help complete joint projects. The results of this study show the ability of stud...
2020
This research is aimed at seeing the effectiveness of project based blended learning model to improve PGSD students’ creativity in constructing Bahasa Indonesia learning devices. Blended learning is a learning model in face-to-face and online meeting. This current research used experimental method of Single-One Group Pretest-Posttest Design. The instruments were portfolio assessment, and questionnaire. The effectiveness was analyzed by n-gain. The research subject was Elementary student teacher of Universitas Muhammadiyah Cirebon. The conclusion of this research was the improvement of Elementary student teacher’s creativity in constructing learning devices. It is proved on the significant improvement from 2,33 (the category of creative enough) become 3,80 (the category of creative) and it is supported by the high result of n-gain, it is 0,86. The data is supported with the result of students’ questionnaire toward the learning, it is 83,7%, it is showed that project based blended lea...
Students' Perception of Project-Based Learning Model in Blended Learning Mode Using Sipejar
Atlantis Press, 2019
The aims of this paper is describing students perception regarding project based learning model for design and strategy of training program course. Design and strategy of training program course is a compulsory course for Educational Technology students. The students are expected to be able to design a training program for both private and state-owned training center. The course focuses on the delivery of concept and training program development practice and several learning strategies for training. The learning process involves the presentation of materials, discussions, workshops of program design development, online and offline consultation and final presentation of program design. Student learning progress can be monitored and given feedback on the results of their work. At the end of the learning, the students have been able to develop the design of the training program. The research method used a qualitative approach with descriptive data analysis technique. It further shows that the project-based learning model is able to train creative thinking, collaboration, project management, and challenging hence it is suitable to be applied in the course.
2021
This research is a classroom action research to provide an overview regarding the use of a project-based learning model with a blended learning system during the new normal period of COVID-19. The design model used is the Kurt Lewin model which consists of four stages, namely 1). Planning, 2). Action, 3). Observations, and 4). Reflection. The study population was all students of class XII SMAN 3 Mataram with a sample of 102 students who were divided into three classes. All research samples are taught with a project-based learning model with a blended learning system. Based on the research that has been done, it is known that the project-based learning model with the blended learning system can be applied in the learning process to improve 21st-century skills during the COVID-19 pandemic.
This research aims to develop project based blended learning model to grow pre-service primary teacher students’ creativity in designing lesson plan. This research was conducted due to the increasing needs in the 21st century. The method used in this research was R&D with ASSURE development model consisting of six stages. Product validation was done through an expert’s assessment by using the expert’s validation sheet. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research was in the form of a creative learning model based on project-based learning and blended learning to increase the creativity of pre-service primary teacher college students in designing a lesson plan. Validity of the learning model was proven by the result of the expert assessment in learning (face-to-face and on-line), material and instructional media. Effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest.
Blended Learning is an Educational Innovation and Solution During the COVID-19 Pandemic
SSRN Electronic Journal
The COVID-19 pandemic has indeed forced people to do more activities from home, including the learning process. The learning from home policy is not accompanied by rules and regulations such as what this learning process should be carried out. As a result, various learning processes emerged, from what they are to complex things. This study aims to find innovations and learning solutions during a pandemic, to support learning from home. Online learning is the only option. It's just that, based on the problems and constraints revealed, this online learning must be packaged like traditional face-to-face learning. The choice then turned to blended learning, with various adjustments. Face-to-face learning is carried out via video conference if needed only. The shortcomings are then overcome by compiling learning materials in the form of problem-based, text-based, video, or multimedia practical guides. The learning process is complemented by the opening of active interactive communication channels. Learning evaluation is carried out not only on results but also considering the process and self-evaluation. All of this learning process should be as optimal as possible using a mobile device or smartphone.
[PDF]A Blended Learning Experience
2012
Blended (hybrid) learning is one of the approaches that is utilized to help students for meaningful learning via information and communication technologies in educational settings. In this study, Computer II Course which is taught in faculties of education was planned and implemented in the form of a blended learning environment. The data were collected from freshman students of departments of mathematics and primary school education via a semi-structured survey which included open and closed-ended questions at the end of the implementation. The students were taking the course for the first time, and they were introduced with a blended learning environment for the first time with this course. The survey was conducted online and 67 students completed the survey voluntarily, and the data were subjected to content analysis. According to the results, implementing the course especially with electronic activities had positive effects on students from a learning and evaluation perspective. Students stated that the blended learning environment supported their active participation to the course activities and indicated that following the content of the course, homework and projects online was interesting and useful.
Dr. Drs. Achmad Noor Fatirul, ST., M.Pd., 2020
Entering the 21st century in the industrial era 4.0, it is recommended that the learning process uses a blended learning model that combines face-to-face and online meetings. To facilitate this learning process the researcher wants to facilitate this learning by designing an application form that is easy to access and easily understood by students and has cheap funds to implement it in the field. This research is a development research and aims to develop online applications that are easy to follow to improve communication and collaboration routines and improve students' thinking skills. The research method in designing this application uses two methods in its development, namely: To develop the product being developed. The researcher used the instructional development model of Dick and Carey (2001), while the research flow was developed using the Borg and Gall (2003) model. This study aims to produce a book output on online application development with a blended learning model to improve collaborative routines, communicate and increase students' thinking skills. In the first year of this research, developed an online application tool and a blended learning model. In developing the application, an initial survey will be carried out on online applications that are of interest to students, and the creation of a lecturer web / blog as a forum for providing additional material and reading material to expand students' insights. In the second year, a limited scope (small scale) product dissemination / trial was carried out and product evaluation and revision, after a small group test was conducted and a revision was carried out, this learning design model was continued by implementing the learning design model implementation on a wider scale. After the implementation in this stage, a final revision and evaluation is carried out for final dissemination. The third year of implementing training and assistance for innovative learning design models for learners, it is hoped that additional and compulsory outputs can be published and have been implemented. From the survey results obtained a high percentage of online application procurement, while the results of material expert validation obtained a percentage of 95% and validation of IT experts with a percentage of 95%, this means that the product developed can be applied as a trial. From the comparison of the old model in the learning process using blended learning, it is found that blended learning is better. Collaboration and communication using a smartphone application is said to be more fun and can facilitate the learning process. Meanwhile, student learning outcomes with the development of problem-based learning strategies, students find significant progress in improving their learning outcomes.