Application Of Blended Learning In Basic Programming Subject
- DOI
- 10.2991/upiupsi-18.2019.25How to use a DOI?
- Keywords
- blended learning, basic programming subject
- Abstract
The application of Blended Learning was based on the observation of learning activities in Basic Programming subjects in Vocational High School which have several obstacles, such as teacher-centered learning process, lack of student activity in learning, lack of interaction between teacher-students and student interaction. It had an impact on the achievement of student learning outcomes. The purpose of this study was to describe the profile of learning activities, so that from the results of the description researchers could develop improvement plans for learning to improve student learning outcomes. The method of this study was Class Room Action Research conducted in two cycles and each cycle consisted of several stages namely, plan, action, observation and reflection. The instruments used were guidelines for observing student activities, final learning evaluation sheets, and practical assessment sheets. From the results of the study after action, observation and reflection on students, Blended was able to generate motivation, students are more focused, directed in learning and more effective in utilizing learning time. Teacher-student interaction activities and students are more open so that student difficulties in learning can be overcome. It showed that blended learning can increase student and learning activities also student learning outcomes.
- Copyright
- © 2019, 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 - Mukhidin AU - Dadan Mahdan PY - 2019/04 DA - 2019/04 TI - Application Of Blended Learning In Basic Programming Subject BT - Proceedings of the 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018) PB - Atlantis Press SP - 144 EP - 147 SN - 2352-5398 UR - https://doi.org/10.2991/upiupsi-18.2019.25 DO - 10.2991/upiupsi-18.2019.25 ID - 2019/04 ER -