The Development of Flipped-Blended Model of Computer Application Course in Higher Education
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Keywords

Basic Computer Skills
Research and Development
Flipped-Blended
Instructional Model
Higher Education

How to Cite

Kardipah, S., & Wibawa, B. (2019). The Development of Flipped-Blended Model of Computer Application Course in Higher Education. Asia Proceedings of Social Sciences, 3(2), 6-9. https://doi.org/10.31580/apss.v3i2.266

Abstract

This study attempts to develop and investigate the effectiveness of flipped-blended model for Computer Application Course. A physical instructional model was developed by researcher and was evaluated by experts and students. The experts reviewed the model and provided input for improving the instructional model. The experts were subject matter experts, instructional design experts, media experts, and language experts. Those experts provided suggestions for improving the instructional model. The experts reviewed instructional analysis, instructional strategies, map of competencies, assessment instruments, and learning materials consisting of worksheets and online videos. The experts have recommended some revision of the map of competencies, the directions on pre-tests and post-tests, the worksheets, and the online videos. After being revised, the model is ready to be tested by students. The trial of the model was conducted by lecturers and students after the revision of the model was completed. A total of 24 students from Muhammadiyah Economics School Jakarta also  participated in this study. A single group pretest-posttest design was used. The means of the pretest and posttest were determined to find the effectiveness of the flipped-blended model. The attitude survey questionnaire was used to explore the students’ attitude towards the flipped-blended model for Computer Application course and interviews with students were administered to find more information about the students’ attitudes and perceptions. A paired sample t-test showed that there was a statistical significant difference in the means of pretest (M = 54.64) and posttest (M = 83.27). They were significantly different by 28.63 with p-value less than alpha level (α =.05), indicating an improvement due to the treatment of the instructional model. Interactions in flipped-blended models took place both online and in classroom. The online interactions often occurred on Whatsapp application. According to the students, Whatsapp usage was easier and faster because the messages were received and replied immediately. Meanwhile, interactions in the classroom occured fairly often because the lecturer goes around the class to help students who are in trouble. This happens because the lecture material is presented outside the classroom so that the lecturers and students have more time to complete tasks. Various concepts can be more easily understood by students in the classroom by completing the assigned tasks. The results of the interview shows that students prefer complicated assignments to easy assignments. Students have become accustomed to easy assignments because they have done the easy assignments which were given outside the classroom.

https://doi.org/10.31580/apss.v3i2.266
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