Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021)

Teachers’ Understanding of Blended Learning in Science Classroom

Authors
Enny Susiyawati1, *, Erman2, Martini3, Ahmad Qosyim4, Dyah P. Sari5
1,2,3,4,5Science Department, Universitas Negeri Surabaya, Indonesia
*Corresponding author. Email: ennysusiyawati@unesa.ac.id
Corresponding Author
Enny Susiyawati
Available Online 16 December 2021.
DOI
https://doi.org/10.2991/aer.k.211215.091How to use a DOI?
Keywords
Teacher’s understanding; Blended learning; Science classroom
Abstract

The adoption of blended learning in this digital era is pervasive. The learning approach is considered as a solution to overcome the disadvantages of fully face-to-face and only learning. However, do science teachers have a sufficient level of understanding of blended learning in science classrooms? To provide an answer to the question, this current study involved 53 science teachers from 40 secondary schools in a particular region in Indonesia. All of the teachers have been implementing blended learning in their classrooms. Using a case study design, two data collection methods including a test and artifact analysis are implemented to explore the teachers’ understanding of blended learning in science classrooms. The author-designed test consisted of 10 multiple choice questions which were distributed to participants using the online application. The teachers’ teaching artifacts in the form of lesson plans were analyzed using a scoring rubric. All collected data were analyzed separately, then the results were compared and compiled to triangulate the findings. The research findings revealed the fact that most of the participating teachers had insufficient understanding of blended learning in science contexts. The level of understanding influenced teachers’ teaching approach which was apparent in their lesson plans. The implications of the results of the current study are also discussed.

Copyright
© 2021 The Authors. Published by Atlantis Press International B.V.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021)
Series
Advances in Engineering Research
Publication Date
16 December 2021
ISBN
978-94-6239-486-5
ISSN
2352-5401
DOI
https://doi.org/10.2991/aer.k.211215.091How to use a DOI?
Copyright
© 2021 The Authors. Published by Atlantis Press International B.V.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Enny Susiyawati
AU  - Erman
AU  - Martini
AU  - Ahmad Qosyim
AU  - Dyah P. Sari
PY  - 2021
DA  - 2021/12/16
TI  - Teachers’ Understanding of Blended Learning in Science Classroom
BT  - Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021)
PB  - Atlantis Press
SP  - 538
EP  - 543
SN  - 2352-5401
UR  - https://doi.org/10.2991/aer.k.211215.091
DO  - https://doi.org/10.2991/aer.k.211215.091
ID  - Susiyawati2021
ER  -