Research Article
Blended Learning Enhancement in Nationally-Required Curriculum Courses and University-Required Courses: A Survey-Based Analysis Based on Lecturer Perceptions
@INPROCEEDINGS{10.4108/eai.11-12-2025.2363097, author={Ferdinandus Arifin Sulaiman and Emilianus Jehadus}, title={Blended Learning Enhancement in Nationally-Required Curriculum Courses and University-Required Courses: A Survey-Based Analysis Based on Lecturer Perceptions}, proceedings={Proceedings of the 5th International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2025, 11-12 December 2025, Ruteng, East Nusa Tenggara, Indonesia}, publisher={EAI}, proceedings_a={ICEHHA}, year={2026}, month={5}, keywords={Blended learning; compulsory curriculum courses; lecturers’ perceptions; Design Thinking; higher education}, doi={10.4108/eai.11-12-2025.2363097} }- Ferdinandus Arifin Sulaiman
Emilianus Jehadus
Year: 2026
Blended Learning Enhancement in Nationally-Required Curriculum Courses and University-Required Courses: A Survey-Based Analysis Based on Lecturer Perceptions
ICEHHA
EAI
DOI: 10.4108/eai.11-12-2025.2363097
Abstract
Despite the increasing use of blended learning in higher education, studies examining lecturers’ perceptions in compulsory and predominantly theoretical courses such as Nationally-Required Curriculum Courses (MKWK) and University-Required Courses (MKWI) remain limited. This study investigates blended learning implementation in MKWK and MKWI at Universitas Katolik Indonesia Santu Paulus Ruteng during the 2024/2025 academic year from lecturers’ perspectives. A quantitative survey using a total sampling technique involved 30 lecturers and employed a structured Likert-scale questionnaire assessing learning outcome clarity, instructional design, Design Thinking integration, project relevance, assessment practices, LMS utilization, and challenges in synchronous online learning. In these courses, Design Thinking was applied through problem-based and SDG-oriented project assignments. The findings show high perceived learning outcome clarity (M = 4.6) and strong Design Thinking integration (M = 4.5). However, challenges related to student engagement (M = 3.9) and digital infrastructure persist. Overall, blended learning was perceived as effective (M = 4.22), indicating the need for continuous technical training to optimize interactive LMS use.
