Student’s Perception of Blended Learning Implementation for Plant Structure and Development Courses and Their Influence on Student Grades in Biology Department of Andalas University
- 10.2991/assehr.k.210202.090How to use a DOI?
- Biology, blended learning, perception, structure and plant development
Nowadays, information technology (internet) has a major influence on the world of education. The application of various learning media or “blended learning” has been carried out in the Plant Structure and Development course in the Biology Department, Andalas University. In its application, several obstacles were encountered so the research was carried out on student opinions regarding the use of various learning media. The study aim is to determine the learning media preferred by students. Data collection was carried out by using a questionnaire method which asked student’s satisfaction in using each learning media used in blended learning and then analyzed using the SPS3 program. Students are also asked to explain briefly the reasons for choosing the preferred learning media. In this study, students are generally preferred face-to-face compared to using other learning media. The implementation of blended learning (non-face-to-face) affects, namely a decrease in the percentage of students who get an A grade, an increase in the percentage of students with a B and a D grade.
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Tesri Maideliza AU - Ahmad Taufik AU - Mansyurdin PY - 2021 DA - 2021/02/03 TI - Student’s Perception of Blended Learning Implementation for Plant Structure and Development Courses and Their Influence on Student Grades in Biology Department of Andalas University BT - Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020) PB - Atlantis Press SP - 522 EP - 527 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210202.090 DO - 10.2991/assehr.k.210202.090 ID - Maideliza2021 ER -