scholarly journals A development of a collaborative blended learning model to enhance learning achievement and thinking ability of undergraduate students at the Institute of Physical Education

2015 ◽  
Vol 10 (15) ◽  
pp. 2168-2177 ◽  
Author(s):  
Kingpum Peerasak ◽  
Ruangsuwan Chaiyot ◽  
Chaicharoen Sumalee
Keyword(s):  
Physical Education ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Learning Model ◽  
Learning Achievement ◽  
Thinking Ability

scholarly journals EFFECTIVENESS OF BLENDED LEARNING BASED ON CONSTRUCTIVE FEEDBACK IN IMPROVING RATIONAL THINKING ABILITY OF STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 34
Author(s):  
Dita Eviana Nurachman ◽  
Edi Irawan
Keyword(s):  
Blended Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Homogeneous Distribution ◽  
Rational Thinking ◽  
Constructive Feedback ◽  
Model Based ◽  
Thinking Ability ◽  
Class Viii

This research is motivated by efforts to increase capacity, especially in learning science through increasing rational thinking skills. One learning model that can be used to improve students' rational thinking skills is a blended learning model based on constructive feedback. The purpose of this study was to determine the effectiveness of constructive feedback based blended learning models on students' rational thinking abilities on science subjects excretory system material. This type of research is a quasi-experimental design using pre-test and post-test. The population of this research is VIII grade students of SMPN 4 Ponorogo. As a sample, class VIII-G was randomly selected as the experimental class and class VIII-F as the control class. Data analysis used t-test with the help of SPSS 23 software. The results of the analysis showed that the students' rational thinking ability data were normally distributed and had a homogeneous distribution. T-test results show that H0 is rejected, so it can be concluded that the rational thinking skills of students in the experimental class are better than students in the control class. This shows that the blended learning model based on constructive feedback is effective in improving students' rational thinking skills.

scholarly journals Effects of AL-MIAP-based Learning Management to Promote Digital Intelligence for Undergraduate

2021 ◽  
Vol 8 (1) ◽  
pp. 13
Author(s):  
Sathiya Phunaploy ◽  
Prachyanun Nilsook ◽  
Jarumon Nookhong
Keyword(s):  
Digital Media ◽  
Undergraduate Students ◽  
Statistical Significance ◽  
Learning Model ◽  
T Test ◽  
Learning Achievement ◽  
Sample Group ◽  
Post Test ◽  
Network Chart ◽  
University Undergraduate Students

<p>This paper has two main aims: the first is to study pre- and post- leaning achievement utilizing AL MIAP to promote copyright digital intelligence for Suan Suan Sunandha Rajabhat University undergraduate students; and the three is to investigate the appropriateness of leaning management adopting an AL MIAP leaning model to promote the students’ digital intelligence. An AL MIAP learning model was utilized in the processes to promote five digital intelligence skills, i.e. respecting copyright, prevention, checking before sharing, threat awareness and using safely. Fifty-eight Suan Sunandha Rajabhat University  undergraduate students in the three year enrolled in the introduction to digital economy course and were selected in a sample group. The tools were: Kahoot!, Google Forms, content network chart, pre- and post-test, digital media copyright test and the AL MIAP learning model. Percentage, mean, S.D, and T-test were applied in the research. The study revealed that the post-learning achievement was better that the pre-learning achievement with statistical significance at 0.01; the students gained total scores of 17.06, which was 7.16 points higher than the pre-learning scores, signifying that their digital intelligence skills were better. As for AL MIAP leaning model, it revealed that this model was appropriate at the highest level.  </p>

scholarly journals THE LEARNING RESULT DIFFERENCE OF STUDENT TEACH BY USING ENHANCEMENT LEARNING MODEL OF STUDENT’S THINKING ABILITY WITH CONVENSIONAL MODEL FOR FORCE AND NEWTON LAWS MATERIAL

2013 ◽  
Vol 2 (1) ◽  
pp. 74
Author(s):  
Derlina . ◽  
Bintang Nainggolan
Keyword(s):  
Learning Model ◽  
Average Score ◽  
Experiment Research ◽  
Conventional Model ◽  
Learning Achievement ◽  
Thinking Ability ◽  
Post Test ◽  
Research Population ◽  
The Difference ◽  
Test Objective

This research was done to observe the difference of learning achievement between student who have been teach by Enhancement Learning Model of Student’s Thinking Ability and Conventional Model. This research was done at SMP Negeri 2 Gebang. Type of this research is quasi experiment. Research population is every student of grade VIII semester 2 SMP Negeri 2 Gebang. Research sample was taken by random sampling around 2 classes as 34 students for experiment class and 34 students for control class. Learning achievement of test objective 20 of multiple choice was done as an instrument. The experiment result of pretest average is 37.94 for experiment class and 36.82 for control class. Treatment was done to each class, post test average score is 73.38 for experiment class and for student who have been teach by conventional learning is 67.05. Hypothetical testing is tcalculate > ttabe i.e 3.459 > 1.66 with significance standard α = 0.05 and dk = 66. It means that Ha was accepted, so it may conclude that there is a difference of learning achievement between Enhancement Learning Model of Student’s Thinking Ability with Conventional Learning Model for Force and Newton Laws on Grade VIII SMP Negeri 2 Gebang Annual Year 2011/2012.

Designing a Blended Learning Model to Support Mathematical Thinking in Multivariable Calculus

2012 ◽  
pp. 221-239 ◽  
Author(s):  
Hamidreza Kashefi ◽  
Zaleha Ismail ◽  
Yudariah Mohammad Yusof
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Learning Difficulties ◽  
Learning Model ◽  
Face To Face ◽  
Multivariable Calculus ◽  
Learning Instruction ◽  
Support Students

Multivariable Calculus is one of the most difficult courses for undergraduate students. Researchers at Universiti Teknologi Malaysia (UTM) endeavor to support students in the learning of Multivariable Calculus by promoting mathematical thinking in a face-to-face classroom. This study attempts to identify not only learning difficulties in Multivariable Calculus through mathematical thinking approach but also the ways and means of improving these difficulties based on students and lecturers recommendations. The main purpose of this study is to establish a model of teaching and learning based on these findings for designing a blended learning instruction of Multivariable Calculus course through mathematical thinking approach. It first attempts to identify the theoretical reasons for selecting blended learning to promote mathematical thinking in Multivariable Calculus. Then, it exemplifies a teaching and learning model to support students’ mathematical thinking in Multivariable Calculus through blended learning instruction.

scholarly journals A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students

2016 ◽  
Vol 11 (04) ◽  
pp. 48 ◽  
Author(s):  
Wirachat Banyen ◽  
Chantana Viriyavejakul ◽  
Thanin Ratanaolarn
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Learning Model ◽  
Learning System ◽  
Second Phase ◽  
Learning Method ◽  
Instructional Media ◽  
Learning Management ◽  
Thai University

Research was undertaken to develop a blended learning model which contained three objectives. They were to 1) study student and teacher input for a blended learning model using a Thai university undergraduate course in information, innovation, and technology in education for the learning management conditions and improvement methods; 2) to research how to effectively improve the blended learning model and instructional media in accordance with the 80/80 criteria and; 3) compare learning achievements and information literacy between student groups using the blended learning method and regular learning method with information literacy as the covariate. The research was divided into three phases consisting of the development of the conceptual framework, a second phase which studied the blended learning model using both e-learning and face-to-face methods with a 60/40 ratio. When applying a technology system to learning management utilizing instructional media, it was determined to be 81.53/80.11. Phase 3 found that blended learning affected learning and information literacy by at least 1 variate which had a different mean score from regular learning with a statistical significance at the 0.05 level. The findings showed that the Thai university undergraduate students were satisfied with the blended learning model which was due to the change in the learning system as well as being tasked with interesting and challenging computer based lessons outside class. This was later enforced through teacher delivered lesson summaries during formal class time. Students understood the content better, enjoyed the self-directed learning and doing things independently.

scholarly journals Experimental Verification of Effectiveness of English Language Teaching Using MyEnglishLab

2019 ◽  
Vol 11 (5) ◽  
pp. 1357 ◽  
Author(s):  
Danuse Vymetalkova ◽  
Eva Milkova
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Experimental Verification ◽  
English Language ◽  
Language Teaching ◽  
Learning Model ◽  
English Language Teaching ◽  
Teaching Design ◽  
Distant Part

The paper deals with a research focused on the blended learning model represented by an online component MyEnglishLab complementing English paper-based materials. At first, we viewed the blended learning model and we presented it in the context of sustainability in education. This is followed by the description of MyEnglisLab component representing the distant part of blended learning. Then, we presented a complete research carried out within undergraduate students at the Faculty of Science, University of Hradec Kralove attending English courses, where we applied the mentioned teaching design and verifying the effectiveness of MyEnglishLab tool. The study compared two groups of students; the group using MyEnglishLab reached better results.

scholarly journals THE IMPLEMENTATION OF BLENDED LEARNING-BASED MODEL E-LEARNING MOODLE

2021 ◽  
Vol 10 (2) ◽  
pp. 1001
Author(s):  
Dona Fitriawan ◽  
Wardah Wardah
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Learning Program ◽  
Learning Achievement ◽  
Face To Face ◽  
Model Based ◽  
Class B ◽  
Questions And Answers ◽  
E Learning ◽  
Interview Survey

The objectives of this study are: 1) Implementing blended learning model based on e-learning Moodle into learning; 2) whether the blended learning model based on Moodle e-learning can improve learning achievement. The type of research in this research is descriptive-explorative qualitative, which explores all the things that are in the processing of questions and answers to students' steps and explores the results of the interview survey with students. The subjects in this study were 21 class B students. The research instruments were tests, surveys, questionnaires, and interviews. The results of research and discussion show the implementation of the lecture process, face to face with zoom metting, presence in applications, assignments, and testing. From the results of the research and discussion, it is concluded that: 1) the blended learning model based on e-learning Moodle has been successfully implemented into linear learning program courses, 2) From the results of tests, questionnaires, surveys and interviews with e-based blended learning model students -learning moodle has increased their achievement and enthusiasm for learning.

scholarly journals The Implementation of Blended Learning Model on Motivation and Students’ Learning Achievement

2020 ◽  
Vol 2 (9) ◽  
Author(s):  
Zeinor Rahman ◽  
Tri Rijanto ◽  
Ismet Basuki ◽  
Meini Sondang Sumbawati
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Learning Achievement ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Motivation And Learning ◽  
Experimental Group

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.

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