Students’ Perception in Adopting, Adapting, and Adjusting Subject Matter Toward Blended Learning Class
- 10.2991/978-2-494069-15-2_19How to use a DOI?
- Rapidity; Technology; Blended Learning
Since the aim of the research was to find out the student’s perception in adopting, adapting, and adjusting the subject matter toward blended learning class, moreover the researcher used mixed methods to make clearer the result of the research. Mixed methods here mean the researcher used quantitative and qualitative research designs. The instrument used in this research was a questionnaire. It consisted of 9 questions as the indicators (quantitative) and space to be filled out by students as their comments (qualitative). Students were involved and joined as the respondents were taken from 2 departments, 36 students were from the English department and the rest taken from a computer program, they were 20 students. So, the total number of respondents was 56 students. As the result, there was a different achievement average percentage in adopting, adapting, and adjusting knowledge during the blended learning implemented (offline and online), that is through offline in adopting, adapting and adjusting subject matter (knowledge) of 76–100%, there was 25% strongly agreed (14 students) and 19,64% agreed (11 students), no response 7,51% (4 students) and through online, there was 7,14% strongly agreed (4 students) and 1,78% agreed (1 student), and no response 8,92% (5 students). Besides that, also there was a different achievement average percentage of 10–50% and 51–75% in adopting, adapting, and adjusting.
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Cite this article
TY - CONF AU - Yudi Hari Rayanto PY - 2022 DA - 2022/11/16 TI - Students’ Perception in Adopting, Adapting, and Adjusting Subject Matter Toward Blended Learning Class BT - Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022) PB - Atlantis Press SP - 163 EP - 174 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-494069-15-2_19 DO - 10.2991/978-2-494069-15-2_19 ID - Rayanto2022 ER -