Proceedings of the 2nd Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Education, LePALISSHE 2022, 29 October 2022, Malang, East Java, Indonesia

Research Article

Blended Learning as a Model of Learning Technology in the Digital Era and Industrial Revolution 4.0

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  • @INPROCEEDINGS{10.4108/eai.29-10-2022.2334013,
        author={Misnawaty  Usman and Syukur  Saud and Nurming  Saleh and Ernawaty  Usman},
        title={Blended Learning as a Model of Learning Technology in the Digital Era and Industrial Revolution 4.0},
        proceedings={Proceedings of the 2nd Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Education, LePALISSHE 2022, 29 October 2022, Malang, East Java, Indonesia},
        publisher={EAI},
        proceedings_a={LEPALISSHE},
        year={2023},
        month={7},
        keywords={blended learning learning technology model digital era industrial revolution 40 education},
        doi={10.4108/eai.29-10-2022.2334013}
    }
    
  • Misnawaty Usman
    Syukur Saud
    Nurming Saleh
    Ernawaty Usman
    Year: 2023
    Blended Learning as a Model of Learning Technology in the Digital Era and Industrial Revolution 4.0
    LEPALISSHE
    EAI
    DOI: 10.4108/eai.29-10-2022.2334013
Misnawaty Usman1,*, Syukur Saud1, Nurming Saleh1, Ernawaty Usman2
  • 1: Universitas Negeri Makassar
  • 2: Universitas Tadulako
*Contact email: misnawatyusman10@gmail.com

Abstract

This study analyzes how the Blended Learning Model affects writing skills, language and attitudes. We employes a quasi-experiment using a posttest-only control group design. The population of this study was high school students consisting of 10 classes. Of the 10 classes, 4 classes had equal abilities. The 4 classes with equal abilities became the samples. Two classes were the experimental group, and the others became the control group. We applied the blended learning model in the experimental group, a blended learning model was applied, while in the control group, a direct learning model was applied. Findings show the following. There are differences in learning outcomes between the control and experimental groups. There are differences in learning outcomes for students with high independence of the control and experimental groups. There are differences in learning outcomes for students with low independence of the control and experimental groups. Independence plays an important role in successful learning. Students with high independence excel in blended learning, a more student-centered approach. Students with low independence show no better outcomes at direct learning, which is more teacher-centered.