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All Journal Jurnal Elemen Jurnal Teori dan Praksis Pembelajaran IPS
Sari, Yessi Fatika
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Blended learning as an alternative learning method to support the digital education era Arifin, Ahmad Zaenal; Sari, Yessi Fatika; Sudrajat, Sudrajat
Jurnal Teori dan Praksis Pembelajaran IPS Vol. 9, No. 2
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um022v9i22024p92

Abstract

Learning has now transformed dynamically through the application of technology. This study seeks to determine whether blended learning is an alternative method to support current technological developments. The aim is to analyze the application of blended learning to support the advancement of education through technology. Blended learning will support effective and efficient learning while still paying attention to students' cognitive and critical thinking. This study uses experimental quantitative methods. The researcher developed 15 custom-made questionnaires to be responded to by 20 teachers. Based on the questionnaires, the validity and reliability of blended learning effectiveness were analyzed with SPSS software. The results showed that the questionnaire was valid and reliable, and the fifteen questionnaires analyzed achieved high scores for implementing blended learning. The implications of this research can become a learning option that applies technology so that it is dynamic and supports the digitalization of education.
Elementary teachers’ understanding of STEM integration: A study in the Indonesia – Malaysia border area Saputro, Totok Victor Didik; Sari, Yessi Fatika; Silvester; Cahyaningtyas, Christian; Pery Jayanto; Harmoni, Grecia Putri
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.30003

Abstract

Science, Technology, Engineering, and Mathematics (STEM) education is vital in preparing students to face future challenges by fostering critical thinking and problem-solving skills. However, in border areas such as Indonesia and Malaysia, the implementation of STEM education remains underexplored. This study uses a quantitative descriptive-comparative design to analyze school teachers' understanding of STEM implementation. It involves 44 teachers from the Indonesia-Malaysia border area in Bengkayang Regency, West Kalimantan, Indonesia. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics and an independent t-test to assess and compare teachers' levels of understanding. The findings indicated moderate scores for STEM knowledge (3.84), implementation practices (3.71), and school support (3.66), while challenges scored low (2.98). In terms of teaching experience, there was no significant difference between teachers with less than 10 years and those with more than 10 years of experience concerning their understanding of STEM implementation in elementary schools. This is attributed to the limited availability of training programs that could enhance teachers' knowledge regarding STEM education.
Co-Authors Arifin, Ahmad Zaenal Cahyaningtyas, Christian Harmoni, Grecia Putri Pery Jayanto Silvester Sudrajat Sudrajat Totok Victor Didik Saputro