<![CDATA[Integrating face-to-face and online learning in higher education requires coherent instructional design and appropriate digital support. This study evaluated the feasibility, practicality, and effectiveness of a Moodle-assisted blended learning model in the Information Systems Study Program. A research and development (R&D) approach was employed, with data collected through expert validation, student responses, classroom activity observations, and pretest and posttest assessments. Evaluation scores were 90% for learning materials, 91% for media presentation, 90% for practicality, 88% for pedagogical aspects, 93% for instructional devices, and 89% for the user guidebook. Individual, small-group, and field trials yielded scores of 84.76%, 89%, and approximately 96%, respectively. The student learning activity assessment yielded 87%. Mean test scores increased from 31.53 before implementation to 45.93 afterward, out of a maximum of 54. These descriptive findings support the model’s feasibility and practicality, while the observed score increase provides preliminary evidence of potential learning benefits. The study contributes a technology-supported instructional model for systematically integrating face-to-face and online activities in higher education, with practical implications for lecturers and institutions implementing blended learning. Further evaluation involving a control group and inferential statistical analysis is recommended to establish the model’s effectiveness more rigorously.]]>
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