Blended learning model based on portfolio and HOTS: How is it developed in LPTKs?

Edy Herianto, Dahlan Dahlan, I Nengah Agus Tripayana, Basariah Basariah, Rr. Nanik Setyowati

Abstract


During the covid-19 pandemic, learning can no longer be done directly. LPTKs are given the option to organize blended learning, a mixture of offline and online. The main problem is how to develop blended learning, which includes portfolio focus and HOTS? This is development research. The aim is to find, develop and validate a product produced during 2020/2021, even the semester lecture process. The resulting learning products can be in the form of lecture handouts, final assignments, and lecture textbooks resulting from the application of portfolio-based and HOTS-based blended learning models. The process to be carried out in the development of learning products includes 1) planning (preliminary studies, proposal making), 2) product development, 3) product trials and revisions, and 4) dissemination and utilization. The results of the discussion on the acquisition of existing data can be concluded that the blended, portfolio, and HOTS-based learning activities have been carried out smoothly and comprehensively. The implementation of blended learning can be seen in the discussion of online and offline lectures and offline lecture exams. The student activity portfolio is contained in lecture activities, individual and group assignments, and individual exams. HOTS content is contained in assignments individually and in groups.


Keywords


blended learning; portfolio; HOTS

Full Text:

PDF

References


Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia - Social and Behavioral Sciences, 2(2), 3048–3054. https://doi.org/10.1016/j.sbspro.2010.03.463

Amin, A. K. (2017). Kajian Konseptual Model Pembelajaran Blended Learning Berbasis Web untuk Meningkatkan Hasil Belajar dan Motivasi Belajar. Jurnal Pendidikan Edutama, 4(2), 51–64.

Barbosa, M. W., & de Ávila Rodrigues, C. (2020). Project Portfolio Management teaching: Contributions of a gamified approach. International Journal of Management Education, 18(2). https://doi.org/10.1016/j.ijme.2020.100388

Baris, M. F., & Tosun, N. (2011). E-portfolio in lifelong learning applications. Procedia - Social and Behavioral Sciences, 28, 522–525. https://doi.org/10.1016/j.sbspro.2011.11.100

Barnawi, & Darojat, J. (2017). Penelitian Fenomenologi Pendidikan Teori dan Praktik. Ar-Ruzz Media.

Bunimansyah, D. (2020). Membangun Kreativitas Guru di Masa Pandemi melalui Model Blended Learning. Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara II, 7–12. https://jurnal.stkipkusumanegara.ac.id/index.php/semnara2020/index

Catone, M. C., & Diana, P. (2017). Social Research Methods 2.0: E-Learning Design. Journal of E-Learning and Knowledge Society, 13(3), 9–22. https://doi.org/10.20368/1971-8829/1380

Efgivia, M. G. (2019). Pengaruh Media Blanded dan E-Learning terhadap Hasil Belajar Mahasiswa Pengembangan Media Audio Mahasiswa Semester IV TP UIKA Bogor. 4(2), 85–96.

Faravani, A. (2015). Portfolio Assessment and the Enhancement of Higher Order Thinking through Multiple Intelligence and Dialogic Feedback. Language Teaching, 4(1), 1–25.

Fuady, I., Sutarjo, M. A. S., & Ernawati, E. (2021). Analysis of Students’ Perceptions of Online Learning Media During the Covid-19 Pandemic (Study of E-learning Media: Zoom, Google Meet, Google Classroom, and LMS). Randwick International of Social Science Journal, 2(1), 51–56. https://doi.org/10.47175/rissj.v2i1.177

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research: An Introduction (7th ed.). Person Education, Inc.

Gani, A. A., & Saddam. (2020). Pembelajaran Interaktif Pendidikan Kewarganegaraan melalui Mobile Learning di Era Industri 4 . 0. CIVICUS: Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila & Kewarganegaraan, 8(1), 36–42.

Herianto, E. (2021a). Buku Ajar Filsafat Ilmu: Edisi Revisi-Pembelajaran secara Bauran. Mataram: Yayasan Nusatenggara Centre Mataram.

Herianto, E. (2021b). How to Apply HOTS-based E-learning in Higher Education? Randwick International of Education and Linguistics Science Journal, 2(2), 158–170. https://doi.org/10.47175/rielsj.v2i2.256

Herianto, E., Dahlan, D., & Al-Qodri, B. (2021). Character Education Development Model Based on Local Wisdom in Schools and Madrasahs. Jurnal Sosial Ekonomi Dan Humaniora, 7(1), 1–7. https://doi.org/10.29303/jseh.v7i1.96

Herianto, E., Jahiban, M., & Dahlan. (2020). Pola Perlindungan Anak dalam Dimensi Sekolah Ramah Anak di Sekolah/Madrasah Kota Mataram. JSEH: Jurnal Sosial Ekonomi Dan Humaniora, 6(2), 179–191. https://doi.org/10.29303/jseh.v6i2.94

Hikmah, A. N., & Chudzaifah, I. (2020). Blanded Learning : Solusi Model Pembelajaran Pasca Pandemi Covid-19. Jurnal Pendidikan Islam, 6(2), 83–94.

Idris, H. (2011). Pembelajaran Model Blended Learning. Jurnal Iqra’, 5(1), 61–73.

Isyarotullatifah. (2019). Pengembangan Konten E-Learning IPS Berbasis Self Regulated Learning. Jurnal Visi Ilmu Pendidikan, 11(2), 1–11. https://doi.org/10.26418/jvip.v11i2.34488

Koraneekij, P., & Khlaisang, J. (2019). Students’ beliefs regarding the use of e-portfolio to enhance cognitive skills in a Blended Learning Environment. International Journal of Emerging Technologies in Learning, 14(2), 85–104. https://doi.org/10.3991/ijet.v14i02.8288

Krathwohl, D. R. (2002). A Revision Of Bloom’s Taxonomy Of Educational Objectives. Theory into Practice, 41(4), 302. http://www.citeulike.org/user/mapto/article/961573%5Cnhttp://www.mendeley.com/research/a-taxonomy-for-learning-teaching-and-assessing-a-revision-of-blooms-taxonomy-of-educational-objectives-abridged-edition-1/%5Cnhttp://www.amazon.ca/exec/obidos/redirect?

Kurnia, F., Rosana, D., & Supahar. (2017). Developing evaluation instrument based on CIPP models on the implementation of portfolio assessment. AIP Conference Proceedings, 1868(August). https://doi.org/10.1063/1.4995187

Kusuma, J. W., & Hamidah, H. (2021). Online Learning: Student’s Perception off Lecturer’s Competence and its Influence on Achievement Motivation. International Journal for Educational and Vocational Studies, 3(1), 37. https://doi.org/10.29103/ijevs.v3i1.3142

Miles, M. B., & Huberman, A. M. (1992). Analisis data Kualitatif. UI Press.

Moleong, L. J. (2017). Metodologi Penelitian Kualitatif (37th ed.). Rosda Karya.

Munzadi, M. (2018). Pengaruh Blended Learning Berbasis Rotation Model Terhadap Motivasi Dan Hasil Belajar Geografi Siswa Ma Matholiul Anwar Lamongan. Jurnal Pendidikan Geografi Undiksha, 6(3), 125–132. https://doi.org/10.23887/jjpg.v6i3.20699

Noerwiyati, W. (2017). Analisis Pengaruh Pelaksanaan Penilaian Portofolio terhadap Prestasi Belajar Kewarganegaraan Pembahasan Hakikat Bangsa dan Negara Siswa Kelas Ix – a SMP Negeri 2 Bangkalan. Jurnal Civic Education: Media Kajian Pancasila Dan Kewarganegaraan, 1(2), 14. https://doi.org/10.36412/ce.v1i2.498

Nuraini. (2020). Penerapan Blended Learning Guna Meningkatkan Hasil Belajar Sejarah pada Peserta didik Kelas X IPS SMAN 2 Kampar Timur. Jurnal Pendidikan Tambusai, 4(3), 3380–3389.

Nurjanah, W., Musadad, A. A., & Purwanta, H. (2021). Implementation of Distance History Learning during the Pandemic Covid-19. International Journal for Educational Abd Vocational Studies, 3(4), 243–247. https://doi.org/10.29103/ijevs.v3i4.3926

Pangkey, R. D. H., & Mongdong, R. (2019). Portfolio assessment trial on learning of citizenship in elementary school. International Journal of Innovation, Creativity and Change, 5(5), 124–135. www.ijicc.net

Perdana, D. R., & Adha, M. M. (2020). Implementasi Blended Learning untuk Penguatan Pendidikan karakter pada Pembelajaran Pendidikan Kewarganegaraan. Citizenship Jurnal Pancasila Dan Kewarganegaraan, 8(2), 89–101.

Purnomo, A., Ratnawati, N., & Aristin, N. F. (2016). Pengembangan Pembelajaran Blended Learning pada Generasi Z. JTP2IPS, 1(1), 70–77.

Robles, A. C. M. O. (2011). Graduate School Cyber Portfolio: The Innovative Menu For Sustainable Development. Advanced Computing: An International Journal, 2(6), 1–12. https://doi.org/10.5121/acij.2011.2601

Robles, A. C. M. O. (2012). Cyber Portfolio: The Innovative Menu for 21st Century Technology. Journal of Psychology Research, 2(3), 143–150. https://doi.org/10.17265/2159-5542/2012.03.001

Sjukur, S. B. (2012). Pengaruh Blended Learning terhadap Motivasi Belajar dan Hasil Belajar Siswa Tingkat SMK. Jurnal Pendidikan Vokasi, 2(3), 368–378.

Sugiyono. (2019). Metode Penelitian & Pengembangan: Research and Development (4th ed., Vol. 3, Issue 2). Alfabeta.

Susilawati, E., Atmawarni, & Andriany, L. (2018). Efektivitas Pengembangan Model Pembelajaran Blended Learning Berbasis Konstruktivistik pada Mata Kuliah Pendidikan Kewarganegaraan. Seminar Nasional Edusaintek FMIPA UNIMUS, 38–47.

Thomas, D. R. (2006). A General Inductive Approach for Analyzing Qualitative Evaluation Data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748

Untari, A. D., & Millatussa’adiyyah, A. (2020). Implementation of Blended Learning Through Google Classroom in Generation Z. 19(1), 1–15. https://doi.org/10.2991/assehr.k.200303.039

Wahyudi, N., & Widodo, H. (2020). Inovasi Strategi Pembelajaran Pendidikan Agama Islam Berbasis Brain Based Learning di SMK Muhammadiyah 1 Temon. Tadris: Jurnal Pendidikan Islam, 15(2), 247–256. https://doi.org/10.19105/tjpi.v15i2.3639




DOI: https://doi.org/10.29103/ijevs.v4i1.6299

Article Metrics

 Abstract Views : 1199 times
 PDF Downloaded : 226 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Edy Herianto, Dahlan, I Nengah Agus Tripayana, Basariah & Rr. Nanik Setyowati