Blended Learning in an Effort to Overcome Learning Materials in Elementary Schools
Abstract
Blended learning is an innovative learning model that integrates relevant technology with learning. This study aims to describe the application of blended learning and its effect on students at the elementary school level as an effort to overcome the risk of falling behind in subject matter after the Covid-19 pandemic. This research uses a case study approach, including qualitative methods. Data collection techniques with interviews, observation and documentation. The analysis technique uses Cresswell analysis. The research results show that the application of blended learning in Sukarno Hatta elementary school is included in several learning models. These models are station rotation models, blog models, online learning, and independent learning. Blended learning can be a valuable alternative for managing student learning at the elementary school level. By utilizing technology and combining various models of approaches, we can overcome the backwardness of learning materials from the effects of changes in the world's education cycle, especially after Covid-19.
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References
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[20] Kabilan, M. K., & Annamalai, N. (2022). Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges. Studies in Educational Evaluation, 74, 101182. https://doi.org/10.1016/j.stueduc.2022.101182
[21] Koraneekij, P., & Khlaisang, J. (2015). Development of Learning Outcome Based E-Portfolio Model Emphasizing on Cognitive Skills in Pedagogical Blended E-Learning Environment for Undergraduate Students at Faculty of Education, Chulalongkorn University. Procedia - Social and Behavioral Sciences, 174(12), 805–813. https://doi.org/10.1016/j.sbspro.2015.01.664
[22] Liang, X., & Zhao, D. (2023). Design and Research of Blended Collaborative Learning Model for Deep Learning. 2023 IEEE 12th International Conference on Educational and Information Technology, ICEIT 2023, 78–82. https://doi.org/10.1109/ICEIT57125.2023.10107857
[23] Lima, F. de B., Lautert, S. L., & Gomes, A. S. (2021). Contrasting levels of student engagement in blended and non-blended learning scenarios. Computers & Education, 172, 104241. https://doi.org/10.1016/j.compedu.2021.104241
[24] Mariam, S., Khawaja, K. F., Qaisar, M. N., & Ahmad, F. (2023). Blended learning sustainability in business schools: Role of quality of online teaching and immersive learning experience. The International Journal of Management Education, 21(2), 100776. https://doi.org/10.1016/j.ijme.2023.100776
[25] Marie, S. M. J. A. (2021). Improved pedagogical practices strengthens the performance of student teachers by a blended learning approach. Social Sciences & Humanities Open, 4(1), 100199. https://doi.org/10.1016/j.ssaho.2021.100199
[26] Monroy-Gómez-Franco, L., Vélez-Grajales, R., & López-Calva, L. F. (2022). The potential effects of the COVID-19 pandemic on learnings. International Journal of Educational Development, 91, 102581. https://doi.org/10.1016/j.ijedudev.2022.102581
[27] Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
[28] Müller, C., Mildenberger, T., & Steingruber, D. (2023). Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others? International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-022-00379-x
[29] Peng, Y., Wang, Y., & Hu, J. (2023). Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model. Computers and Education, 203. https://doi.org/10.1016/j.compedu.2023.104846
[30] Rakhmawati, D. R. P. S. R. Y. (2022). Penerapan Pembelajaran Blended Learning Tipe Flipped Classroom untuk Meningkatkan Kemandirian Belajar Tematik Peserta Didik Sekolah Dasar. Paedagogie, 17(2), 79–87. https://doi.org/10.31603/paedagogie.v17i2.8419
[31] Setyowati, S. W. Y. R. R. N. (2021). The Effect of Blended Learning Model With Telegram Application on Students’ Critical Thinking Ability and Learning Outcomes on Social Studies Subject at Elementary School. JURNAL PAJAR (Pendidikan Dan Pengajaran), 5(5), 1397–1414. https://doi.org/10.33578/pjr.v5i5.8463
[32] Tao, J., & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107, 102819. https://doi.org/10.1016/j.system.2022.102819
[33] Winarti, Y., Hidayati, D., Listiyoningsih, S., & Nugraha, A. A. (2022). Penerapan Blended Learning Sebagai Upaya Mewujudkan Mutu Pembelajaran pada Masa Pandemi. INSANIA?: Jurnal Pemikiran Alternatif Kependidikan, 27(1), 13–25. https://doi.org/10.24090/insania.v27i1.6190
[34] Wulandari, W., & Talib, C. A. (2022). The Implementation of Online Learning in Elementary Schools During the COVID-19 Pandemic. Mudarrisa: Jurnal Kajian Pendidikan Islam, 14(2), 121–140. https://doi.org/10.18502/kss.v6i2.9989
[35] Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 39, 100510. https://doi.org/10.1016/j.edurev.2023.100510
[36] Yu, X., & Xiao, K. (2023). COVID-19 Government restriction policy, COVID-19 vaccination and stock markets: Evidence from a global perspective. Finance Research Letters, 53, 103669. https://doi.org/10.1016/j.frl.2023.103669
[2] Azubuike, O. B., Adegboye, O., & Quadri, H. (2021). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. International Journal of Educational Research Open, 2, 100022. https://doi.org/10.1016/j.ijedro.2020.100022
[3] Bergen, N., Kirkby, K., Fuertes, C. V., Schlotheuber, A., Menning, L., Mac Feely, S., O’Brien, K., & Hosseinpoor, A. R. (2023). Global state of education-related inequality in COVID-19 vaccine coverage, structural barriers, vaccine hesitancy, and vaccine refusal: findings from the Global COVID-19 Trends and Impact Survey. The Lancet Global Health, 11(2), e207–e217. https://doi.org/10.1016/S2214-109X(22)00520-4
[4] Chafiq, N., Benabid, A., Bergadi, M., Touri, B., Talbi, M., & Lima, L. (2014). Advantages and Limits of the Implementation of Blended Learning for Development of Language Skills in Scientific Students. Procedia - Social and Behavioral Sciences, 116(21), 1546–1550. https://doi.org/10.1016/j.sbspro.2014.01.432
[5] Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909. https://doi.org/10.1016/j.chb.2021.106909
[6] Christina, S., Rusijono, & Bachtiar, B. (2019). The Application of Blended Learning’s Station Rotation Method in Elementary School’s Science Education to Improve Higher Order Thinking Skills. Dinamika Jurnal Ilmiah Pendidikan Dasar, 11(2), 79–85. https://doi.org/10.30595/dinamika.v11i2.5048
[7] Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing Among Five Appoaches. SAGE Publication.
[8] Creswell, J. W. (2019). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
[9] Donovan, S., Maggiulli, L., Aiello, J., Centeno, P., John, S., & Pisani, A. (2023). Evaluation of sustainable, blended learning workforce education for suicide prevention in youth services. Children and Youth Services Review, 148. https://doi.org/10.1016/j.childyouth.2023.106852
[10] Ellis, R. A., Han, F., & Bliuc, A.-M. (2023). Innovations in university student learning research into blended course designs: incorporating self-report and observational data. In R. J. Tierney, F. Rizvi, & K. B. T.-I. E. of E. (Fourth E. Ercikan (Eds.), International Encyclopedia of Education (pp. 74–82). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.02093-5
[11] Fidiatun, E. N., Indrawati, C. D. S., & Ninghardjanti, P. (2018). Penerapan Blended Learning Berbasis Aplikasi Schoology Sebagai Upaya Untuk Meningkatkan Hasil Belajar Administrasi Humas Dan Keprotokolan. Paedagogia, 21(1), 85–96. https://doi.org/10.20961/paedagogia.v21i1.18454
[12] Hadijah, S. (2017). Challenges, Benefits, and Instructional Best Practices of Blended Learning: Tantangan, Manfaat, dan Praktik Instruksional Terbaik Blended Learning. Perspektif Pendidikan Dan Keguruan, 8(2), 59–66. https://journal.uir.ac.id/index.php/Perspektif/article/view/760/455
[13] Hamzah, N., Zainol, Z. N., & Hassan, A. (2022). Study on Elements of Teacher Authority in Islamic Online Learning. Al-Hayat: Journal of Islamic Education, 6(2), 505–514. https://doi.org/10.35723/ajie.v6i2.208
[14] Han, X., Wang, Y., & Jiang, L. (2019). Towards a framework for an institution-wide quantitative assessment of teachers’ online participation in blended learning implementation. The Internet and Higher Education, 42, 1–12. https://doi.org/10.1016/j.iheduc.2019.03.003
[15] Hardianto, D., & Wati, U. A. (2023). Design of a participatory blended learning model in partnership with schools and parents of elementary school students. Jurnal Inovasi Teknologi Pendidikan, 9(3), 355–366. https://doi.org/10.21831/jitp.v9i3.57615
[16] Ikhwan, A. (2018). Management of Learning Assesment Using Curriculum 2013 (Case Study in Islamic Primary School (MI) Muhammadiyah 5 Wonoasri Ponorogo - East Java - Indonesia). MUADDIB: Studi Kependidikan Dan Keislaman, 08(02), 108–123. https://doi.org/10.24269/muaddib.v8i2.1422
[17] Ikhwan, A. (2021). Metode Penelitian Dasar (Mengenal Model Penelitian dan Sistematikanya). STAI Muhammadiyah Tulungagung.
[18] Ikhwan, A., & Qomariyah, S. N. (2022). Manajemen Sarana dan Prasarana di Era Disrupsi Sebagai Pendukung Proses Pembelajaran Pasca Pandemi Covid-19. JIE (Journal of Islamic Education), 7(1), 100–114. https://doi.org/10.52615/jie.v7i1.253
[19] Isha, S., & Wibawarta, B. (2023). The impact of the COVID-19 pandemic on elementary school education in Japan. International Journal of Educational Research Open, 4, 100239. https://doi.org/10.1016/j.ijedro.2023.100239
[20] Kabilan, M. K., & Annamalai, N. (2022). Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges. Studies in Educational Evaluation, 74, 101182. https://doi.org/10.1016/j.stueduc.2022.101182
[21] Koraneekij, P., & Khlaisang, J. (2015). Development of Learning Outcome Based E-Portfolio Model Emphasizing on Cognitive Skills in Pedagogical Blended E-Learning Environment for Undergraduate Students at Faculty of Education, Chulalongkorn University. Procedia - Social and Behavioral Sciences, 174(12), 805–813. https://doi.org/10.1016/j.sbspro.2015.01.664
[22] Liang, X., & Zhao, D. (2023). Design and Research of Blended Collaborative Learning Model for Deep Learning. 2023 IEEE 12th International Conference on Educational and Information Technology, ICEIT 2023, 78–82. https://doi.org/10.1109/ICEIT57125.2023.10107857
[23] Lima, F. de B., Lautert, S. L., & Gomes, A. S. (2021). Contrasting levels of student engagement in blended and non-blended learning scenarios. Computers & Education, 172, 104241. https://doi.org/10.1016/j.compedu.2021.104241
[24] Mariam, S., Khawaja, K. F., Qaisar, M. N., & Ahmad, F. (2023). Blended learning sustainability in business schools: Role of quality of online teaching and immersive learning experience. The International Journal of Management Education, 21(2), 100776. https://doi.org/10.1016/j.ijme.2023.100776
[25] Marie, S. M. J. A. (2021). Improved pedagogical practices strengthens the performance of student teachers by a blended learning approach. Social Sciences & Humanities Open, 4(1), 100199. https://doi.org/10.1016/j.ssaho.2021.100199
[26] Monroy-Gómez-Franco, L., Vélez-Grajales, R., & López-Calva, L. F. (2022). The potential effects of the COVID-19 pandemic on learnings. International Journal of Educational Development, 91, 102581. https://doi.org/10.1016/j.ijedudev.2022.102581
[27] Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
[28] Müller, C., Mildenberger, T., & Steingruber, D. (2023). Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others? International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-022-00379-x
[29] Peng, Y., Wang, Y., & Hu, J. (2023). Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model. Computers and Education, 203. https://doi.org/10.1016/j.compedu.2023.104846
[30] Rakhmawati, D. R. P. S. R. Y. (2022). Penerapan Pembelajaran Blended Learning Tipe Flipped Classroom untuk Meningkatkan Kemandirian Belajar Tematik Peserta Didik Sekolah Dasar. Paedagogie, 17(2), 79–87. https://doi.org/10.31603/paedagogie.v17i2.8419
[31] Setyowati, S. W. Y. R. R. N. (2021). The Effect of Blended Learning Model With Telegram Application on Students’ Critical Thinking Ability and Learning Outcomes on Social Studies Subject at Elementary School. JURNAL PAJAR (Pendidikan Dan Pengajaran), 5(5), 1397–1414. https://doi.org/10.33578/pjr.v5i5.8463
[32] Tao, J., & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107, 102819. https://doi.org/10.1016/j.system.2022.102819
[33] Winarti, Y., Hidayati, D., Listiyoningsih, S., & Nugraha, A. A. (2022). Penerapan Blended Learning Sebagai Upaya Mewujudkan Mutu Pembelajaran pada Masa Pandemi. INSANIA?: Jurnal Pemikiran Alternatif Kependidikan, 27(1), 13–25. https://doi.org/10.24090/insania.v27i1.6190
[34] Wulandari, W., & Talib, C. A. (2022). The Implementation of Online Learning in Elementary Schools During the COVID-19 Pandemic. Mudarrisa: Jurnal Kajian Pendidikan Islam, 14(2), 121–140. https://doi.org/10.18502/kss.v6i2.9989
[35] Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 39, 100510. https://doi.org/10.1016/j.edurev.2023.100510
[36] Yu, X., & Xiao, K. (2023). COVID-19 Government restriction policy, COVID-19 vaccination and stock markets: Evidence from a global perspective. Finance Research Letters, 53, 103669. https://doi.org/10.1016/j.frl.2023.103669
Published
2024-01-16
How to Cite
SUPRAPTO, Irawan; AMRIYAH, Chairul; PRIHATMOJO, Agung.
Blended Learning in an Effort to Overcome Learning Materials in Elementary Schools.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 1, p. 162-174, jan. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/447>. Date accessed: 22 apr. 2025.
doi: https://doi.org/10.35723/ajie.v8i1.447.
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Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
