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All Journal STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran TEACHER : Jurnal Inovasi Karya Ilmiah Guru
Parihin Parihin
Program Studi Teknologi Pendidikan, Sekolah Pascasarjana Universitas Muhammadiyah Jakarta
Education Energy Languange, Linguistic, Communication & Media Social Sciences Other

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HYBRID LEARNING BERBASIS DIGITAL SEBAGAI STRATEGI RESILIENSI PEMBELAJARAN PASCABENCANA Parihin Parihin; Joko Suseno; Velya Pramesthi Putri Ragil; Ahmad Subagyo
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.12916

Abstract

ABSTRACT The tornado disaster that damaged learning facilities at SMAN 2 Gunungputri required the school to develop an adaptive strategy to ensure the continuity of educational services. This study aimed to describe the implementation of Hybrid Learning supported by digital technology as a strategy for strengthening learning resilience in a post-disaster context. The study employed a qualitative approach using a single-case study design involving the principal, vice principal for curriculum affairs, teachers, students, and parents as research participants. Data were collected through semi-structured interviews, non-participant observation, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldana. The findings reveal that the implementation of Hybrid Learning successfully sustained learning continuity by strengthening four dimensions of learning resilience, namely institutional, teacher, student, and social resilience. This adaptive strategy restored the effectiveness of instructional activities, enhanced the digital competencies and digital literacy of both teachers and students, and reinforced collaboration between schools and parents in supporting the learning process. Although challenges related to internet connectivity, learning devices, and monitoring of online learning remained, the school was able to adapt effectively to maintain the quality of educational services. The study concludes that digitally supported Hybrid Learning is not merely an alternative instructional approach during emergencies but also a learning resilience strategy that enhances schools' adaptive capacity in responding to disasters while promoting sustainable digital transformation in education. ABSTRAK Bencana angin puting beliung yang merusak fasilitas belajar di SMAN 2 Gunungputri menuntut sekolah mengembangkan strategi adaptif untuk menjaga keberlangsungan proses pendidikan. Penelitian ini bertujuan mendeskripsikan implementasi Hybrid Learning berbasis digital sebagai strategi membangun resiliensi pembelajaran pada kondisi pascabencana. Penelitian menggunakan pendekatan kualitatif dengan desain single case study yang melibatkan kepala sekolah, wakil kepala sekolah bidang kurikulum, guru, peserta didik, dan orang tua sebagai informan. Data dikumpulkan melalui wawancara semi-structured, observasi nonpartisipan, dan studi dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa penerapan Hybrid Learning mampu mempertahankan keberlangsungan pembelajaran melalui penguatan empat dimensi resiliensi, yaitu resiliensi institusional, guru, peserta didik, dan sosial. Adaptasi tersebut ditunjukkan oleh pemulihan efektivitas pembelajaran, meningkatnya kompetensi dan literasi digital guru serta peserta didik, dan menguatnya kolaborasi antara sekolah dengan orang tua dalam mendukung pembelajaran. Meskipun masih dihadapkan pada keterbatasan jaringan internet, perangkat belajar, dan pengawasan pembelajaran daring, sekolah mampu melakukan penyesuaian yang menjaga kualitas layanan pendidikan. Penelitian ini menyimpulkan bahwa Hybrid Learning berbasis digital tidak hanya menjadi alternatif pembelajaran pada situasi darurat, tetapi juga merupakan strategi resiliensi pendidikan yang memperkuat kapasitas adaptasi sekolah dalam menghadapi bencana sekaligus mendukung transformasi pendidikan yang berkelanjutan.
ANALISIS KOMPARATIF MODEL DESAIN INSTRUKSIONAL ADDIE, DICK & CAREY, DAN ASSURE DALAM MENINGKATKAN KUALITAS PEMBELAJARAN FISIKA SERTA KEMAMPUAN LITERASI DAN NUMERASI SISWA: SEBUAH SYSTEMATIC LITERATURE REVIEW Parihin Parihin; Joko Suseno; Velya Pramesthi Putri Ragil; Dirgantara Wicaksono
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.14267

Abstract

ABSTRACT Physics learning in the 21st century requires not only mastery of scientific concepts but also well-developed scientific literacy and numeracy skills as fundamental competencies for evidence-based decision-making. However, the effectiveness of instructional design models in fostering these competencies remains varied, highlighting the need for a comprehensive comparative investigation. This study aimed to analyze the characteristics, effectiveness, and educational implications of three major instructional design models: ADDIE (Analysis, Design, Development, Implementation, Evaluation), Dick and Carey (Systems Approach Model), and ASSURE (Analyze Learners, State Objectives, Select Strategies, Utilize Technology, Media and Materials, Require Learner Participation, Evaluate and Revise) within the context of physics education. The study employed a Systematic Literature Review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the stages of identification, screening, eligibility assessment, and inclusion of studies published between 2021 and 2026. A total of 42 eligible journal articles were synthesized. The findings indicate that the ADDIE model is more adaptable for instructional material development, the Dick and Carey model provides a highly systematic framework for strengthening students' numeracy skills, whereas the ASSURE model is more effective in integrating instructional media and promoting active learner engagement to enhance scientific literacy. These findings suggest that the effectiveness of instructional design is context-dependent and should be aligned with the characteristics of physics content, instructional objectives, and targeted competencies, while also providing a conceptual foundation for developing more adaptive instructional models in future research. ABSTRAK Pembelajaran fisika pada abad ke-21 menuntut penguasaan konsep ilmiah yang diimbangi dengan kemampuan literasi sains dan numerasi sebagai fondasi pengambilan keputusan berbasis bukti. Namun, implementasi desain instruksional yang tepat untuk mendukung kedua kompetensi tersebut masih menunjukkan variasi efektivitas sehingga diperlukan kajian komparatif yang komprehensif. Penelitian ini bertujuan menganalisis karakteristik, efektivitas, serta implikasi penerapan model ADDIE (Analysis, Design, Development, Implementation, Evaluation), Dick & Carey (Systems Approach Model), dan ASSURE (Analyze Learners, State Objectives, Select Strategies, Utilize Technology, Media and Materials, Require Learner Participation, Evaluate and Revise) dalam pembelajaran fisika. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengacu pada pedoman Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) melalui tahapan identifikasi, penyaringan, penilaian kelayakan, dan inklusi terhadap artikel yang diterbitkan pada periode 2021–2026. Sebanyak 42 artikel memenuhi kriteria untuk disintesis. Hasil kajian menunjukkan bahwa model ADDIE lebih adaptif untuk pengembangan perangkat pembelajaran, Dick & Carey memberikan struktur sistematis yang mendukung penguatan numerasi, sedangkan ASSURE lebih efektif dalam mengoptimalkan pemanfaatan media pembelajaran dan partisipasi aktif peserta didik guna meningkatkan literasi sains. Temuan ini menegaskan bahwa efektivitas desain instruksional bersifat kontekstual sehingga pemilihannya perlu disesuaikan dengan karakteristik materi fisika, tujuan pembelajaran, dan kompetensi yang ingin dikembangkan, sekaligus menjadi dasar pengembangan model pembelajaran yang lebih adaptif pada penelitian berikutnya.
Co-Authors Ahmad Subagyo Dirgantara Wicaksono Joko Suseno Joko Suseno Velya Pramesthi Putri Ragil Velya Pramesthi Putri Ragil