Hybrid Learning: Strategies to Attract Student Learning Interests and Outcomes on Post Pandemic

Ni Wayan Karmini, M. Nurzen S., Trinandari Prasetyo Nugrahanti, Iwan Ramadhan, Rusliandy Rusliandy, Tekat Sukomardojo

Abstract


The hybrid learning model, also called "mixed learning," is a way to move towards an efficient new normal. Hybrid learning includes both in-person and online meetings that are planned ahead of time so that learning goals can be communicated directly during face-to-face learning. So, the goal of this study was to look at how the hybrid learning model could be used as a way to get post-pandemic students interested in learning and improve their understanding when using full distance learning mode. This was a descriptive, qualitative study that used an open-ended survey method with a Google Form questionnaire that was sent out online through a WhatsApp social media group. There were 126 students from the 11th grade at a state senior high school in Denpasar who took part. The results showed that when the mixed learning method was used to get students interested in learning Indonesian, math, and religion, and when it was used in the learning process in class, the average learning outcomes changed for the better. This is because of a new way of learning called "hybrid learning," which makes it easier for students to catch up if they miss class for some reason. The distance to school saves a lot of time because they don't have to go every day. This can make students more interested in learning.

Keywords


Learning Innovation; Hybrid Model; Student Learning Interest; Distance Learning.

Full Text:

PDF

References


Asyrofi, M. A. M., & Junaedi, I. (2016). Kemampuan Representasi Matematis Ditinjau dari Multiple Intellingence pada Pembelajaran Hybrid Learning Berbasis Konstruktivisme. Unnes Journal of Mathematics Education Research, 5(1), 32–39.

Basar, A. M. (2021). Problematika Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19:(Studi Kasus di SMPIT Nurul Fajri–Cikarang Barat–Bekasi). Edunesia: Jurnal Ilmiah Pendidikan, 2(1), 208–218.

Bonk, C. J., & Graham, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. John Wiley & Sons.

Dwigustini, R., Sari, N., Susilawati, S., & Nisa, B. (2021). Fostering Students’Writing Skill By the Integration of Mall Application. Journal of Languages and Language Teaching, 9(1), 34–43.

Dziuban, C. D., Moskal, P., & Hartman, J. (2004). Higher Education, Blended Learning, and the Generations: Knowledge is Power-No More.

Febrianti, S., Nursafwa, H., Arifin, B., Hayati, I., & Zailani, Z. (2021). Analisis Faktor-Faktor yang Mempengaruhi Minat Belajar Mahasiswa di Masa Pandemi pada Mata Kuliah Penulisan Karya Ilmiah di Universitas Muhammadiyah Sumatera Utara. Al-Ulum: Jurnal Pendidikan Islam, 2(1), 48–57.

Firman, F., Muhsin, M. A., & Goestina, G. (2021). Online Based Learning Management System (LMS) on Student Academic Performance. AL-ISHLAH: Jurnal Pendidikan, 13(1), 788–793.

Fitriyana, N., Wiyarsi, A., Ikhsan, J., & Sugiyarto, K. H. (2018). Fostering of Students’ Self-Regulated Learning and Achievement: A Study on Hydrocarbon Hybrid-Learning and Android-Based-Game. Journal of Physics: Conference Series, 1097(1), 012064.

Ganovia, P., Sherly, S., & Herman, H. (2022). Efektivitas Hybrid Learning dalam Proses Pembelajaran untuk Siswa Kelas XI SMA Kalam Kudus Pematangsiantar. Jurnal Pendidikan Tambusai, 6(1), 1478–1481.

Graham, C. R. (2018). Current Research in Blended Learning. Handbook of Distance Education, 173–188.

Hamdani, A. R., & Priatna, A. (2020). Efektifitas Implementasi Pembelajaran Daring (Full Online) dimasa Pandemi Covid-19 pada Jenjang Sekolah Dasar di Kabupaten Subang. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 6(1), 1–9.

Handarini, O. I., & Wulandari, S. S. (2020). Pembelajaran Daring sebagai Upaya Study From Home (SFH) selama Pandemi Covid 19. Jurnal Pendidikan Administrasi Perkantoran (JPAP), 8(3), 496–503.

Hanik, E. U. (2020). Self Directed Learning Berbasis Literasi Digital pada Masa Pandemi Covid-19 di Madrasah Ibtidaiyah. Elementary: Islamic Teacher Journal, 8(1), 183.

Hikmah, A. N., & Chudzaifah, I. (2020). Blanded Learning: Solusi Model Pembelajaran Pasca Pandemi Covid-19. Al-Fikr: Jurnal Pendidikan Islam, 6(2), 83–94.

Idris, H. (2018). Pembelajaran Model Blended Learning. Jurnal Ilmiah Iqra’, 5(1).

Irwin, C. W., & Stafford, E. T. (2016). Survey Methods for Educators: Collaborative Survey Development (Part 1 of 3). REL 2016-163. Regional Educational Laboratory Northeast & Islands.

Kekang, H. (2013). In the Hybrid Learning Basic Formed-Correctly Guiding Future Classroom Teaching’s Education Idea and teaching Concept. Workshop Proceedings in 6th International Conference on Hybrid Learning-ICHL. Halaman, 61–72.

Lin, O. (2008). Student Views of Hybrid Learning: A One-Year Exploratory Study. Journal of Computing in Teacher Education, 25(2), 57–66.

Maesaroh, S. (2013). Peranan Metode Pembelajaran terhadap Minat dan Prestasi Belajar Pendidikan Agama Islam. Jurnal Kependidikan, 1(1), 150–168.

Martinucci, K. P., Stein, D., Wittmann, H. C., & Morote, E.-S. (2015). College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments. Journal for Leadership and Instruction, 14(1), 24–31.

Muhajarah, K., & Rachmawati, F. (2019). Game Edukasi Berbasis Android: Urgensi Penggunaan, Pengembangan dan Penguji Kelayakan. Justek: Jurnal Sains Dan Teknologi, 2(2), 29–36.

Mulyati, S., & Evendi, H. (2020). Pembelajaran Matematika melalui Media Game Quizizz untuk Meningkatkan Hasil Belajar Matematika SMP. GAUSS: Jurnal Pendidikan Matematika, 3(1), 64–73.

Nafrin, I. A., & Hudaidah, H. (2021). Perkembangan Pendidikan Indonesia di Masa Pandemi COVID-19. Edukatif: Jurnal Ilmu Pendidikan, 3(2), 456–462.

Pandey, H., & Pande, P. (2014). Video Conferencing: An Efficient E-Learning Tool for Distance Education. International Journal of Innovation and Scientific Research, 10(2), 308–311.

Precel, K., Eshet-Alkalai, Y., & Alberton, Y. (2009). Pedagogical and Design Aspects of a Blended Learning Course. International Review of Research in Open and Distributed Learning, 10(2).

Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A Systematic Literature Review on Synchronous Hybrid Learning: Gaps Identified. Learning Environments Research, 23(3), 269–290.

Setiawan, R., Mardapi, D., Pratama, A., & Ramadan, S. (2019). Efektivitas Blended Learning dalam Inovasi Pendidikan Era Industri 4.0 pada Mata Kuliah Teori Tes Klasik. Jurnal Inovasi Teknologi Pendidikan, 6(2), 148–158.

Siagian, R. E. F. (2015). Pengaruh Minat dan Kebiasaan Belajar Siswa terhadap Prestasi Belajar Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 2(2).

Simarmata, J., Sibarani, C. G. G. T., & Silalahi, T. (2019). Pengembangan Media Animasi Berbasis Hybrid Learning. Yayasan Kita Menulis.

Sjukur, S. B. (2012). Pengaruh Blended Learning terhadap Motivasi Belajar dan Hasil Belajar Siswa di Tingkat SMK. Jurnal Pendidikan Vokasi, 2(3).

Sudiarta, I. G. P., & Widana, I. W. (2019). Increasing Mathematical Proficiency and Students Character: Lesson from the Implementation of Blended Learning in Junior High School in Bali. Journal of Physics: Conference Series, 1317(1), 012118.

Turgut, O. E., & Coban, M. T. (2016). Optimal Proton Exchange Membrane Fuel Cell Modelling Based on Hybrid Teaching Learning Based Optimization–Differential Evolution Algorithm. Ain Shams Engineering Journal, 7(1), 347–360.

Yunitasari, R., & Hanifah, U. (2020). Pengaruh Pembelajaran Daring terhadap Minat Belajar Siswa pada Masa covid 19. Edukatif: Jurnal Ilmu Pendidikan, 2(3), 232–243.

Zhao, Y., & Breslow, L. (2013). Literature Review on Hybrid/Blended Learning. Teaching and Learning Laboratory (TLL), 1–22.




DOI: https://doi.org/10.35445/alishlah.v15i2.3460

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Ni Wayan Karmini, Eddy Hermawan Hasudungan Panjaitan, Trinandari Prasetyo Nugrahanti, Iwan Ramadhan, Rusliandy Rusliandy, Tekat Sukomardojo

Al-Ishlah Jurnal Pendidikan Abstracted/Indexed by:

    

 


 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.