Effectiveness of Hybrid Learning as Technology Based Learning Model in the New Normal Era

Dian Anggraini Kusumajati, R. Chairiyani, F. A. Kusumastuti, N. Setianingsih
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Abstract

Hybrid learning (HL) has become one of the learning models used when entering the new normal. Although various studies have measured HL, the effectiveness of HL model usage remains a concern for universities, especially Bina Nusantara University (BINUS) Jakarta. The main problem is that the use of hybrid learning conducted by BINUS is new. The purpose of this study was to determine the effectiveness of hybrid learning as technology-based learning by students in BINUS Jakarta. The population in this study was active students of BINUS Jakarta, totaling 127 students. The technique of collecting the sample was using random sampling. The statistical method uses Pearson correlation analysis and description. Based on the descriptive analysis the results found that hybrid learning was reflected in the role of technology (helps students in finding the information needed for learning by using gadgets and computers), campus commitment (providing internet facilities, Wi-Fi, computers, audio connectors, television, cameras, internet, and InFocus in each class), learning activities (presentations and discussions, independent assignments, group assignments in the form of projects (problem based), and final tests), and student readiness (previously using a blended learning process). There are 81.1% of students in BINUS Jakarta who feel that the hybrid learning system is effective in the learning process carried out during the Covid-19 condition, at the same time preparing for the new normal era. Hybrid learning, which is most effective for students in BINUS Jakarta, can be felt when there is the role of technology, campus commitment, learning activities, and students' readiness to participate in learning.
新常态下基于技术的混合学习模式的有效性
混合学习已成为进入新常态的学习模式之一。虽然各种研究已经测量了HL,但HL模型使用的有效性仍然是大学,特别是雅加达比那努沙塔拉大学(BINUS)关注的问题。主要的问题是,由BINUS进行的混合学习的使用是新的。本研究的目的是确定混合学习作为基于技术的学习对雅加达国立大学学生的有效性。本研究人群为雅加达国立大学活跃学生,共127名学生。样本采集技术采用随机抽样。统计方法采用Pearson相关分析和描述。基于描述性分析的结果发现,混合学习体现在技术的作用(帮助学生通过使用小工具和计算机找到学习所需的信息),校园承诺(在每个班级提供互联网设施,Wi-Fi,计算机,音频连接器,电视,相机,互联网和InFocus),学习活动(演讲和讨论,独立作业,项目形式的小组作业(基于问题),和期末考试),以及学生的准备情况(以前使用混合学习过程)。雅加达国立大学有81.1%的学生认为混合学习系统在新冠疫情期间的学习过程中是有效的,同时为新常态时代做准备。混合式学习对雅加达国立大学的学生来说是最有效的,当有技术的作用、校园承诺、学习活动和学生参与学习的准备时,可以感受到混合式学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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