STUDY
OF INSTRUCTIONAL MODEL ON BLENDED LEARNING IN
POLYTECHNIC
Kadek
Cahya Dewi(1*), Putu Indah
Ciptayani(2), Herman Dwi
Surjono(3),
Priyanto(4)
(1)
Business Department, Politeknik Negeri Bali
(2)
Electrical Engineering Department, Politeknik Negeri Bali
(3)
Department Of IT Education, Universitas Negeri Yogyakarta
(4)
Electronics and Informatics Department, Universitas Negeri
Yogyakarta
e-mail:
cahyadewi@pnb.ac.id
Abstract: Polytechnic has
characteristic which prioritizes the application of
practical aspects supported by
appropriate theory. Blended learning can be applied
in Polytechnic, but a scheme is
needed to formulate the correct instructional model.
The study objectives were to
examine the type of instructional model on blended
learning that suits with
Polytechnic. The research was conducted by qualitative
descriptive approach by Miles and
Huberman through observation, in-depth
interview, Focus Group Discussion
and literature review. The research validity was
done by transferability,
confirmability, credibility and dependability test. It can be
concluded that the instructional
model is appropriately determined by the suitability
of educational model, technique
and method of learning, and also facilities and
infrastructure readiness. The
instructional model on Blended Learning in
Polytechnic is the Rotation
Instructional Model. The study had implications on the
learning process in Polytechnic.
The lecturers could use the schema to determine
the suit instructional model for
their courses.
Keywords:
Instructional Model, Blended Learning, Polytechnic, Vocational
STUDI
MODEL INSTRUKSIONAL PADA PEMBELAJARAN KOMBINASI
DI
POLITEKNIK
Abstrak: Politeknik
memiliki ciri khas pendidikan yang mengutamakan penerapan
aspek-aspek praktis yang didukung
oleh teori yang tepat. Blended learning dapat
diterapkan di Politeknik, namun
diperlukan sebuah skema untuk merumuskan
instructional model yang tepat.
Penelitian ini bertujuan untuk untuk mengkaji jenis
instructional model pada Blended
Learning yang sesuai dengan karakteristik
pendidikan Politeknik. Penelitian
dilakukan dengan pendekatan deskriptif kualitatif
model Miles dan Huberman, teknik
pengumpulan data observasi, wawancara,
Focus Group Discussion dan kajian
pustaka. Keabsahan data dengan uji
transferability, confirmability,
credibility dan dependability. Penelitian
menyimpulkan bahwa instructional
model yang tepat ditentukan dengan
mempertimbangkan kesesuaian
antara model pendidikan yang diselenggarakan,
teknik dan metode pembelajaran
mata kuliah, serta ketersediaan sarana dan
prasarana pembelajaran. Sesuai
dengan pertimbangan tersebut maka instructional
model pada Blended Learning di
Politeknik adalah Rotation Instructional Model.
Implikasi penelitian terjadi pada
proses pembelajaran di Politeknik. Para dosen
dapat memanfaatkan instructional
model skema untuk menentukan instructional
model yang tepat untuk mata
kuliah yang diampu.
Kata Kunci: Instructional Model, Blended
Learning, Politeknik, Vokasi
INTRODUCTION
Based on National Education
System as
stated in Indonesia Law no. 20 of
2003 and
further reinforced by Indonesia
Law no. 12
Year 2012 on Higher Education,
Polytechnic is a vocational
higher
education who can conduct a
Diploma
education. The different
characteristics and
orientations between vocational
and
academic education required the
design of
different learning processes and
curricula.
In vocational/polytechnic
education,
learning was conducted with a
small
numbers learners with average 28
students
in a class. Therefore the
addition of students
number should be followed by the
addition
of learning facilities and
infrastructure that
would support their skill. It
made the
learning process was inefficient.
As
presented by Finch and
Crunkilton, that the
ultimate success of vocational
education
was not only measured by learning
achievement, but also on
performance that
was in line with the real world
of work
(Finch, 1999). Abie stated that
vocational
education graduates must have
relevant
skills supported by the
foundations of
science, service motives, and
able to apply
their abilities in various
variations of
circumstances, and have ethics,
morals and
values (Abie, 2014).
In line with Abie's opinion, the
successful implementation of
vocational
education was largely determined
by
students, educators, curriculum
and
learning support facilities. In
vocational
education the design of the
curriculum
should concerned in the composition
between practice and supporting
theories
appropriately. In vocational
education the
composition of the practice was
more
dominant than the theory. Haider
argued
that there was a difference
between theory
and practice so that curriculum
preparation
is not enough done by educators
who only
had teaching experience but
should involve
practitioners who are believed to
be very
aware of the conditions that
exist in the
working world (Haider, 2016). To
meet the
needs of the technical personnel
of the
community, the curriculum must be
tailored
to the needs of the students.
The overall quality of the
educational process was not only
depending
on the quality of the curriculum,
but also on
the ability to realize it. The
main factor that
affecting the quality of the
curriculum is the
basic elements in the
implementation
process. The main implementation
elements are: (a) adequate
conditions; (b)
the ability of teachers to convey
the
objectives and expected outcomes
of the
curriculum; (c) inform the
curriculum
structure and its role in the
teaching
process; (d) preparation of
relevant learning
materials; (e) ability in
managing the
learning implementation process;
(f)
monitoring and evaluation of
instructional
process realization; and (g) connect
with
companies and other social
partners.
Vocational Curriculum
Development Guidance Manual from
the
Directorate General of Learning
and
Student Affairs, Ministry of
Research,
Technology, and Higher Education
(KEMENRISTEKDIKTI) stated that
stated
that for implementing the
curriculum in
order to fit the expected
curriculum
documents, every course should
complete
with Semester Learning Plan (SLP)
documents. SLP is a learning
process plan
that was prepared for learning
activities in
one semester to meet the learning
achievements that charged to the
course. On
the implementation, the learning
process
should refer to the SLP that has
been made
including when conducted by
online
learning. SLP should contain the
identity of
the course, the learning
achievement, the
expected ability, the study
materials, the
method, the provided time, the
student
learning experience, the
assessment, and
the references. In line with the
principles
and content of the learning plan,
the
effectiveness of the learning
process was
also concerned. The effectiveness
of the
learning method was become one of
the
critical success factors.
Along with the rapid utilization
of
ICT in learning process, there
was a new
concept of learning method.
Currently the
learning method was not only done
conventionally face-to-face but
also can be
done online and can even be done
by
combining between face-to-face
learning
and online known as Blended
learning
(Hybrid learning) (Ghirardini,
2011).
Blended learning is one of the
learning
methods that can be applied in
higher
education to improve the quality
of
learning. Yagci stated that
learning
supported by online learning
methods could
have a positive effect on
increasing student
motivation, and therefore have a
positive
effect on academic success
(Yagci, 2016).
Blended learning is well suited
for
encouraging collaborative and
constructive
learning that is strongly
emphasized in
today's learning styles (Wong,
Hamzah,
Goh, & Yeop, 2016). In
Indonesia some
universities have already
implemented elearning
and the students responded
positively to the e-learning
(Herayanti,
Fuadunnazmi, & Habibi, 2017;
Divayana,
2017). While the utilization of
ICT in
vocational education had not been
done
optimally, it was still limited
to utilization
in theory learning course.
Implementation of blended
learning
in the learning process are found
varies
according to the discipline being
taught,
student characteristics and
learning
outcomes, and has a
student-centered
approach to learning design (Saliba,
Rankine, & Cortez, 2013).
There are four
models that are generally
implemented in
blended learning namely Rotation
model,
Flex model, A La Carte model, and
Enriched Virtual model (Brooke,
2015).
The four models in their
implementation
must adapt to the technology
used, time,
instructional learning, and
effectiveness in
improving student skills.
Based on the description, the
research question was how the
schema to
formulate instructional model on
blended
learning in Polytechnic. Then the
study
objectives was to examine the
instructional
model on blended learning that
was suitable
to be implemented in the learning
process
in accordance with the
characteristics of
vocational education. The
research was the
beginning research of Modelling
Vocational Blended Learning in
Polytechnic
METHOD
The research was a fenomenology
qualitative research. The
research was
conducted by qualitative
descriptive
approach. The subject of research
was
Polytechnic civitas academica,
while the
object of research was
instructional model
on blended learning in
polytechnic as
delivered by Brooke. The research
was held
from March until August 2017 by
observing the learning process at
one of the
Polytechnic in Indonesia. The
technique of
data collection was done by
observation, indept
interview, Focus Group Discussion
(FGD) and literature review.
Respondents
at the interview stage were
Assistant
Director of Academic Affairs, 6
persons of
Head of Departments, and 13
persons of
Head of Study Program.
Respondents at the
FGD stage were 45 people that
were
consisting of Assistant Director
of
Academic Affairs, the Heads of
Department, the Heads of Study
Programs
and also the lecturers. The key
informants
were Assistant Director of
Academic
Affairs and the Heads of Study
Program.
The literature review was
conducted on the
Indonesian government's policy on
Polytechnic and previous research
relevant
to the instructional model on
learning
through blended learning.
The variables studied in this
study
include four aspects of
instructional model
blended learning that consisting
of Rotation
model, Flex model, A La Carte
model, and
Enriched Virtual model. The data
analysis
used was descriptive qualitative
analysis as
delivered by Miles and Huberman.
The
analysis yield description about
instructional model from the
relevant
blended learning as an effective
model in
achieving the learning objectives
in
polytechnic. As Miles and
Huberman
qualitative analysis, the
research divided
into three activites namely data
reduction,
data display and conclusion. The
research
started from studying the
problems of
education in Indonesia until
formulated
instructional model which is
appropriately
applied to polytechnic higher
education.
The steps taken in this research
namely:
1. Study of education problem in
Indonesia
2. Study of vocational education
paradigm
3. Study of ICT utilization in
vocational education
4. Study of Instructional Model
on
Blended Learning in Polytechnic
5. Formulation of instructional
model
determination scheme that
described in Discussion part of
this
paper.
The research validity was done by
transferability, confirmability,
credibility
test and also dependability test.
The
credibility test was conducted by
triangulation model that assesed
the data
with some different technics such
as
observation, in-dept interview,
and also
FGD. The dependability test was
done by
audit from the experts.
Research design with the
framework as shown in Figure 1:
Figure 1. Research
Framework
FINDINGS AND
DISCUSSION
Findings
Education
Problem in Indonesia
Based on interview with Assistant
Director
of Academic Affairs, it was found
that the
meaning of globalization implies
the
integration of national life into
global life.
When linked in the field of
education,
globalization of education means
the
integration of national education
into world
education. The problem of
globalization in
education concerns to the output
of
education. In today's global era,
the
superiority of a country is no
longer
measured by comparative advantage
that
focuses on the potential of
natural
resources, but on the competitive
advantage
that is based on the possession
of qualified
human resources (HR). Based on
the report
of The Global Competitiveness
Index 2017-
2018 released by World Economic
Forum,
Indonesia is ranked 36 out of 137
countries,
while for the competitiveness of
higher
education is still ranked 64th.
In building quality human
resources
as a competitive advantage, the
role of
education becomes very important.
It needs
to make changes in the paradigm
of
Education problem in
Indonesia:
Lack of competencies with
market need
Vocational education
paradigm:
To produce graduates
equipped with professional
skills, language skills and
intercultural skills
Utilization of ICT in
learning process
Instructional Model
on Blended Learning
in Polytechnic
Formulation of
instructional model
determination
scheme
education as to provide
significant changes
in the pattern of learning that
can empower
the learners to be more
independent. An
appropriate learning strategy
developed
today is student centered
learning (SCL) by
adopting the development of IT in
learning
(ICT). Utilization of ICT is able
to create
various learning media that is
effective in
transfer knowledge. In line with
Suyanto's
opinion that learning is no
longer using a
single media, takes place in
isolation,
teacher-student interaction in
the form of
information and teaching based on
factual
or knowledge (Suyanto, 2006).
Another problem faced by higher
education in Indonesia,
especially in
vocational education is the low
quality of
graduates. This was found when
interviewing the heads of
departments and
the heads of the study program.
They got
input from the external
stakeholders like
industry or graduate users. There
were
several factors of that problem,
among
others: unclear learning outcome,
organizational issues,
transparency and
accountability, the design of
learning in the
form of curriculum documents that
are not
in line with the needs of
industry, low
ability and skills of academic
and nonacademic
human resources, low quantity
and quality of learning
facilities and
infrastructure. It was very
worrying,
because the graduates of
vocational
colleges that was expected to
meet the
needs of skilled workers for the
industry
was not achieved as expected.
Actually, the
graduates of vocational education
contributed the increase of
educated
unemployment rate in Indonesia.
According to the Institute for
Policy
Research and Development study
Indonesian Education Region V
(2017), the
availability of facilities and
infrastructure
of adequate learning facilities
as a key
element in realizing the quality
of higher
education. Beside that
Kartikasari’s
research also described that
learning
facilities and infrastructure as
physical
evidence was one of the main
factors in the
selection of universities
(Kartikasari,
Sinarti, Hidayat, & Irsutami,
2014). From
the results of the study with the
limited
facilities owned by vocational
colleges, it
required the innovation in the
learning
process in order to run
effectively and
efficiently. One alternative that
can be
taken into consideration is by
designing
ICT-based learning process. As
mentioned
by Yagci, that online learning
methods
could have a positive effect on
increasing
student motivation, and therefore
have a
positive effect on academic
success (Yagci,
2016).
Vocational
Education Paradigm
Based on literature review, it
was found in
the explanation of pasal 16 ayat
1 Indonesia
Law No.12 of 2012 about Higher
Education
that vocational education was
education
that prepares students to have
skills and
high work ability. Vocational
education
curriculum was prepared jointly
with the
professional community and
professional
organizations that are
responsible for the
quality of service in order to
qualify
profession professional
competence.
Vocational education had included
professional education. The
paradigm of
vocational education was to
encourage
human development comprehensively
by
building human resources that
have a
balance between skill and
professionalism.
Graduates of vocational education
were
expected to have a balanced
ability between
soft skill and hard skill.
Respondents (Assistant Director
of
Academic Affairs and the heads of
the
study program) also said that
currently
vocational higher education is
required to
be able to produce
internationally qualified
graduates equipped with
professional skills,
language skills and intercultural
skills. The
vocational college should also be
able to
contribute to the development of
graduates
who are competent, critical and
solutive in
dealing with Asean Economic
Community
(AEC) 2015. The challenges faced
today in
the development of vocational
higher
education is concerned with
efforts to equip
graduates with skills in
accordance with the
needs of the business world and
industry,
among others: leadership
competencies,
digital literacy, communication
skill,
emotional intelligence,
entrepreneurship,
global citizenship, problem
solving, and
teamwork. In line with Pearson
study
(Finch, 1999) as quoted by
tribunnews.com, education era
nowadays is
no longer just 3Rs (Reading,
wRiting, and
aRithmetic), but must also
involve new
skills that are needed by the
working world
today. Slamet’s research also
found that
vocational education can play a
key role in
economic development if its
alignment with
the world of work around it is
sought
continuously, both in terms of
quantity,
quality, location, and time.
Vocational education would also
play a role in economic
development if it is
able to integrate its programs
with the
existence of regulation, policy,
planning,
and government budgeting in the
era of
regional autonomy (Slamet, 2011).
For
Indonesia, the role of vocational
education
was enormous in promoting more
advanced
economic growth. The
responsibilities of
higher education institutions
were needed
in designing innovative learning
process.
Based on the guidance of
curriculum
preparation for vocational education
in
2016, the characteristic of
vocational higher
education was to have
profession-oriented
and working world oriented
graduates
profile. The curriculum was
designed for
learning outcomes, among others
graduates
that have a standardized
professional
attitude, practical knowledge,
special skills
with working world oriented and
had
general skills in responsibility
and could
following the standard
operational
procedures. Therefore, the
vocational
education curriculum in its
implementation
should consider appropriate
methods,
strategies and learning models.
Vocational learning paradigm
changed in the current era
demand, it
needed changes in teaching
methods that
follow the industry trend change,
information systems, quality of
education
and learners which have a
significant
relationship with the pedagogical
methods
and the needs of the workforce.
Assistant
Director of Academic Affairs said
that
nowadays the methods of teaching
in
vocational education generally
was the
learners are taught the theory in
the
classroom and apply them in
practice tasks.
Supposedly the relevant methods
was
developed so that learners were
able to
collect, select, filter,
assimilate information
in a creative and able to inspire
the students
to develop skills and to teach
students to
learn actively and effectively.
With limited
facilities vocational colleges
were required
to make improvements to the
design and
learning process with various
alternatives
that can answer the demands of
the current
education paradigm.
According to Kirby Yang, the
innovative development of
pedagogy and
vocational education curriculum
in the
knowledge-based economy era is
aimed at
producing the following human
resources:
(1) creative, innovative, and
management
skills, (2) having initiative,
and able to work
independently as a team member,
(3) have
adaptive and integrative
resourceful talents
(resources) to meet the needs of
technology
development (Rau, 2006).
According to
Hopkin's research results, there
are four
components in effective
vocational
education teaching, namely
teaching
relationships (the relationship
of teachers
and learners), teaching models,
teaching
skills and teacher reflection
(Hopkins,
2007). The synergy of these four
components was believed to be
able to
support the creation of effective
teaching.
In the context of teaching
models,
vocational education was very
relevant in
organizing Role-Play &
Simulation,
Cooperative Learning (CL),
Collaborative
Learning, Contextual Instruction
(CI),
Project Based Learning and
Problem Based
Learning and Inquiry. In
addition,
vocational education was also
relevant
organized by Small Group
Discussion
method, Case Study, and Discovery
Learning (DL). In accordance with
the
characteristics of the process of
organizing
vocational learning was required
lab/workshop/studio that support
the
achievement of work competence.
ICT Utilization
in Vocational Education
Referring to the problems
encountered in
higher education and the learning
paradigm
changes in vocational education,
the quality
of the developed learning system
must be
able to quickly fix the various
weaknesses.
The low quality of education was
seen from
the educational process and
graduates
provide an illustration of the
low quality of
the education system organizing
process.
Improving the quality of
education process
should be done, one strategy was
to change
the conventional learning system
with a
more effective and efficient
learning system
with the support of adequate
facilities and
infrastructure. Learning by
utilizing the
means of information technology
was one
appropriate alternative and could
overcome
various learning problems.
Assistant Director of Academic
Affairs described that learning
process of
Polytechnic education was
conducted by
face-to-face, structured and
independent
learning. Face-to-face learning
was done
with direct interaction between
lecturers
and students that can be done in
classroom,
laboratory, or workshop.
Structured
learning was done with the
assistance of the
lecturer, and independent
learning carried
out independently by the student
for the
purpose of enhancing the
knowledge of
students to relevant knowledge
areas. The
head of study programs also
explained that
the current polytechnic learning
system was
still characterized Teacher
Centered
Learning (TCL), where the
learning process
was centered with the teacher.
This
condition was not in line with
the
government's expectation that the
learning
system in higher education refers
to
student-based learning system
(SCL). The
lecturers on FGD shared their
experience in
implementing learning system in
Politechnic, and they stated
Polytechnic
learning system should conducted
more
portion on face to face learning
than online
learning. Therefore, the use of
ICT in
learning in polytechnics can be
done by
combining face-to-face learning
with elearning
approach commonly called
Blended Learning.
According to The Clayton
Christensen Institute, Blended
learning was
an instructional methodology that
utilizes
technology as a more personalized
learning
approach, giving students
opportunities to
control time, place of learning,
and
encourage student speed in the
development of a wider and
integrated
insight. There are four
instructional models
that are generally applied in the
current
learning process, namely:
1. Rotation model: learning takes
place in a number of different
activities, including whole group
teaching, small group teaching,
peer-to-peer activities, tasks, and
individual work on a computer or
tablet. In the rotation model,
there
are several different
implementation settings: (1)
Station
rotation; students learn through
a
series of classroom activities
during
one or more class periods, at
least
one of the teaching activities
through technology; (2)
Individual
rotation: students learn based on
individual perceptions determined
by lecturers with the help of
technology-based assessment
tools.
(3) Lab rotation: students work
on
individual and online
instructions in
the lab either whole class or in
small
groups; (4) flipped classroom:
students receive instruction in
the
form of online learning outside
the
day of the lecture and the task
or
project is done in the classroom
with the guidance of the
lecturer.
2. Flex model: instructional
materials
and instruction are given online
and
the lesson is self-guided.
Lecturers
remain in place, while the
students
work independently, individually
tailored learning students and
lecturers accompany. This model
provides flexibility in learning,
and
lecturers act as mentors.
3. A La Carte model: students
receive
certain instructions online.
Lecturers act as online
instructors
who are not on campus.
4. Enriched Virtual model:
students
are asked to conduct face-to-face
sessions with lecturers, but then
complete their tasks online.
Students may not meet with their
instructors every lecture
schedule,
but there are scheduled
face-to-face
but unlike the optional lecture
hours. (Staker & Horn, 2017).
Instructional
Model on Blended
Learning in
Polytechnic
Based on observation and Focus
Group
Discussion (FGD), it can be
resumed that
the pattern of learning with more
dominant
face-to-face was contradictory
with the
availability of facilities and
infrastructure.
Polytechnic learning contents
required the
composition of practice was
greater than
the composition of the theory in
percentage.
Limitations of classrooms,
limitations of
laboratory and workshops
including the
availability of equipment have
not been
able to provide opportunities for
students to
make the learning process
ideally.
Limitations were not able to
achieve the
target as expected from the
learning
achievement. Many constraints
faced by
lecturers in transferring
knowledge and
skills to learners. So, the
effectiveness of
the learning process was still
not effective
as expected.
In dealing with field conditions
in
real terms, the learning process
in the
polytechnic was not designed in
accordance
with the schedule of lectures
optionally,
especially in the process of
implementing
practical and practicum learning.
The heads
of department in technology field
described
that the implementation of
practice and
practicum in lab or workshop was
done
with block and semi-block system.
This
system divided the class member
into group
according to the project to be
done.
Block system in polytechnic was
done in practice subject with
full time in
certain time span without any
theoretical
lecture. It mean that needed more
effort in
scheduling. With this block
system, there
was a relatively long grace
period and
needed more than one teacher,
between the
theory given and the practice to
be done in
line with the theory that already
given. The
workload of lecturers was not
ideal in
accordance with national standards
of
college.
The head of Electrical
Engineering
Study Program described about
semi-block
system. In semi-block system,
students was
divided into working groups on
each
project differently. The
disadvantages were
the projects done by each group
but they
had not followed the
instructional
sequences activity. This weakness
affects
the student’s understanding of
unstructured
projects in accordance with the
actual work
order of practice. This is
certainly need a
harder effort from lecturers and
students in
making work instructions.
Observing the real condition of
the
implementation of learning in
polytechnics
currently showed that the
implementation
has not been run effectively,
several cause
factors were the timing that
becomes
ineffective, the limited facilities
and
infrastructure caused the process
of
learning practices to be
unstructured in the
order of the actual process. The
process of
implementing the currently
applied
learning has not given the
guarantee of
independence as a learning system
based on
student centered learning. The
current
weakness of the polytechnic
learning
system still refers to the
conventional
learning system, it’s not yet
utilizing ICT as
a medium in supporting the
effectiveness of
learning.
Blended learning class outcomes
were better than the classic
class. In
addition, blended learning
students were
more active on assignments than
regular
classes (Mutaqin, Marethi, &
Syamsuri,
2016). The pattern of learning in
polytechnic was still prioritize
the process
of face-to-face learning in
collaboration
with online learning
implementation. In the
polytechnic learning guide, the
assessment
component was still consider the
level of
student attendance in each
meeting.
Assistant Director of Academic
Affairs said
that student expected to attend
at least 75%
of the total lecture hours in one
semester. It
is intended that students have
discipline.
Attendance was also the basis of
policy
evaluation on the success of
student
learning. Polytechnics may
dismiss a
student if not complying with the
level of
attendance in stages through the
provision
of Warning Letters I (WL I), WL
II and WL
III were continued with the
current
graduation ratings be Passed
Trial for
Absent. The research also
observed the
Warning Letters history documents.
The research found that the
problem
faced by polytechnics in the
utilization of
ICT in learning was not in the
ability of
lecturers and students in the
mastery of
technology. From the interviews
conducted
with the lecturers it is known
that the
lecturers have not understood how
to utilize
blended learning instructional
model in
supporting the learning process.
It is
necessary to strengthen the
ability of
lecturers to utilize ICT and
encourage
cultural change to focus more on
online
learning system. As known there
were four
instructional models that exist
in blended
learning, but not entirely
applicable to
learning in polytechnic. The
choice of
instructional model should
consider several
things, such as learning
achievement,
instructional media, learning
strategies and
evaluation.
Formulation of
Instructional Model
Determination
Scheme
Based on data findings in step 1
until step
4, some aspects that become
consideration
in determining the appropriate
instructional
model for a college especially in
polytechnic were the model and
the pattern
of higher education, the
techniques and
methods of learning on each
course, and the
availability of facilities and
infrastructure.
The scheme of instructional model
determination can be presented in
Figure 2.
Based on the scheme of Figure 2
that is associated with the
pattern and
characteristics of learning in
polytechnics,
furthermore can be formulated
instructional
model on blended learning that
can be
applied in the learning process
of
vocational education. The study
case of
learning at one of Polytechnic in
Indonesia
found that the determination of
instructional model is considered
to be done
by identifying three aspects as
shown in
Figure 2.
Figure 2: Instructional
Model
Determination Schema (source: FGD’s
result 2017)
Discussion
This research part discussed
about the
research question based on the
reserach
framework in Figure 1. On the
first step
about the education problem in
Indonesia,
it can be concluded that there
were two
main problems which are Indonesia
competitiveness rank that was
still need to
be improved and the low quality
of
graduates. The second step about
vocational education paradigm, it
was
found that vocational education
should be
produced skilful graduates that
have
working world oriented. But it
also found
that the learning process in
vocational
education was still categorized
as
ineffective and inefficient. Then
the third
step study about ICT utilization,
the
research found there was blended
learning
approach that utilize ICT in
vocational
education, and there were many
kinds of
instructional model on blended
learning
that could be implemented in
Polytechnic
learning to improve its learning
process was
found on the fourth step.
The discussion section of this
paper
then would much discuss about the
formulation of instructional
model
determination schema. To
determine which
of instructional model that
suitable with the
learning course, the reserach
formulated the
schema of instructional model
determination that can be seen in
Figure 2.
The following described the
analysis of
each indicator that became a
consideration
in the selection of instructional
model in
accordance with the
characteristics of
polytechnic education.
First, learning model was still
applied face-to-face approach
with a
minimum limit of 80% face-to-face
and
20% with electronic media. From
the
techniques and methods of
learning aspect,
the observation found that with
the
implementation of e-learning was
not an
obstacle in the utilization of
ICT-based
learning. The problem faced is
the lack of
knowledge and skills of the
teaching staff in
the utilization of ICT as an
alternative in
achieving the target of learning
effectively
and efficiently. The lack of
learning culture
from teachers become a critical
point of the
lack of innovative ICT-based
learning. It
was a challenge for the research
site to
continue encourage faculty to
further
improve IT skills. Currently
e-learning at
Polytechnic served as a
supporting elearning
in the provision of digital
teaching
materials for students as a
substitute of the
previous textbooks (hand-out) in
print.
Rusli and Negara (2017) found
that
animation in multimedia
interactive
learning gave a positive effect
in improving
students’ learning outcomes. Zere
at al.
(2016) also found that the use of
pictures
and sound that is the typical
characteristic
of e-learning, help to make
learning more
internalized, which can
positively affect
students’ creativity. Creative
content has
high impact in the successful of
blended
learning. All staffs must be
well-prepared in
order to use ICT and produce
creative
content. Lalima & Dangwal
(2017) stated
that well-trained teacher in
using ICT and
develop content in digital form
so that it can
be available to students online.
Second, the limitations of
learning
facilities, especially in the
classroom, as
well as practical tools were
still a constraint
in implementing quality learning
process.
Block or semi-block system that
applied in
practice subject was still not
able to answer
requirement of graduate
competency
achievement maximally. The
current
system requires less than ideal
learning
time and requires a greater
number of
faculty. So, the learning
schedule does not
work properly. Gregory et al.
(2012) uses
blended learning resource to
prepare the
laboratory preparation (BPORC).
BPORC
has been shown to successfully
improve the
capacity of second year students
to prepare
more effectively for laboratory
classes and
have a positive impact on the capacity
of
students to achieve desirable
learning
outcomes. By using e-learning
resource to
prepare laboratory class,
students can learn
the theory and identify the
problem online,
so the face-to-face and
laboratory section
can be done well and more case
study can
be solved. For limited resource
of
laboratory tools, a use of
virtual laboratory
such as used by Ye et al. (2016)
can be
considered to implement using
blended
learning in research site.
Third, the techniques and methods
of learning in research site were
still
designed for the needs of
conventional
learning systems with the
dominant system
with face-to-face. Conventional
learning
patterns such as this do not
provide
opportunities for students to be
more
flexible in learning. The
weakness of this
conventional system makes the
learning
system not achievable based on
student
(SCL). The use of blended
learning system
is highly relevant to the need to
produce
graduates to have comprehensive
capabilities. The pattern can combine
the
theory of behaviourism,
cognitivist and
constructivism to form meaningful
learning. Zere at al. (2016)
found that elearning
will enable students to specify
their learning trend with respect
to their
own problems and abilities. This
independence in studying and
learning is
the effective element in learning
that is not
used in regular traditional
classes; the ICT
application in e-learning enables
learners to
control their learning process.
Yagci stated
that learning supported by online
learning
methods could have a positive
effect on
increasing student motivation,
and
therefore have a positive effect
on academic
success (Yagci, 2016).
From the aspect of the
availability
of facilities and infrastructure
and also
network infrastructure, based on
the survey
results is considered sufficient
in the
implementation of learning
systems based
on blended learning. So, the
implementation of blended
learning in
research site is very potential
to be applied.
The implementation of blended
learning
system for reserach site has
considerable
benefits in order to overcome the
problem
of availability of study space,
study time,
and the availability of practice
equipment
and practicum which is still not
sufficient.
With the compilation of
curriculum in each
study program, one of the
implementation
requirements of blended learning
can be
fulfilled in terms of
availability of learning
achievement.
By looking at the real condition
of
the learning process in reserach
site, the
instructional model in the
appropriate
blended learning is by applying
the rotation
model. That’s because of 80%
classroom
meeting (face-to-face approach)
regulation.
So, rotation model was the suit
instructional
model for Polytechnic. There were
many
types of instructional model,
namely station
model, rotation lab, individual
rotation, and
flipped classroom. Station model,
rotation
lab, and flipped classroom model
can be
applied in Polytechnic. But one
sub model
that cannot be applied is
individual rotation
model. This is because the system
used in
Polytechnic was based on Semester
Credit
Units in package form. The
students could
not determine the choice of
courses to be
taken in one semester. Therefore,
the
students could not individually
choose their
online learning course.
In theory learning that held in
classroom, students are divided
into groups
with different learning tasks.
One of these
groups can take advantage of
online media
in the development of knowledge.
In theory
learning is implicitly embodied
in it skills
as a course achievement. With the
implementation of this station
model
method, it can give special
benefit in
learning achievement with respect
to the
development of character and
attitude of
independence, special skills,
general skills,
and knowledge in accordance with
the
demands of the curriculum based
on the
Indonesian National Qualification
Framework (KKNI).
The lab rotation model allows
students to rotate in learning on
predetermined schedules. Some
students
may study in the lab with the
supervision of
the instructor and some learn
independently
using the online media on the
instruction of
the lecturer who handles the
course. The
point in this model is that
students still refer
to the concept of face-to-face
approach
supported by the use of online
learning
media and can run effectively
with the
limited facilities owned in the
lab/workshop. Next is the flipped
classroom model, which is an
inverted
learning model that lecturers
present the
material through online media and
use faceto-
face classes to provide an
explanation of
the work of the given task or
project. So that
lecturers can have more time in
facilitation
and provide understanding to
students in
more detail for completion of
task or
project.
For other instructional models,
such
as flex models, A La Carte models,
and
Enriched Virtual models are
difficult to
apply because they do not fit the
learning
characteristics of polytechnics.
In flex
models where learning follows the
needs of
students and has a very high
freedom to
make choices. It is not possible
to apply in
polytechnics with educational
policies that
have been established in the
system and
educational guidelines. A La
Carte model
provides learning to online
students and
lecturers, where face-to-face
learning is a
complement to online learning.
Included
also with Enriched Virtual
instructional
model that makes the learning
process
entirely online. Surely this is
not in
accordance with polytechnic
education
policy. This is in line with
Chou's concept
of conducting research on the
most optimal
proportion of face-to-face with
e-learning.
The study found that the best
proportion for
face-to-face meetings with
e-learning is 2:
1, then 1: 1 and the worst is 3:
1 (Chou,
Chuang, & Zheng, 2013).
Based on the analysis of FGD
results and observations it has
been found
that the learning pattern based
on blended
learning relevant to polytechnic
is by
rotation model method.
Furthermore, in
implementing this rotation model
should be
followed by instructional design
of relevant
learning model. Aspects to
consider were:
1. Course content and learning
unit
analysis, such as subject
content,
coverage, relevant topics and
semester credit units;
2. Learner analysis, such as
student
education background, age, sex,
employment status;
3. Learning context analysis,
such as
what the desired learning
competition should be discussed
in
depth in this section;
4. Instructional analysis, such
as what
teaching materials are grouped
according to importance,
arranging
tasks from easy to difficult;
5. State instructional
objectives. This
instructional objective may be
structured on the basis of the
results
of the instructional analysis;
6. Construct criterion test
items. The
preparation of this test can be
based
on the stated instructional
objectives;
7. Select instructional strategy.
Instructional strategies can be
established based on existing
facilities.
CONCLUSION
Based on the study that has been
done, there
were three considerations in
formulating
the right instructional model for
blended
learning. First was the
institution learning
model, second was the course’s
technique
and method of learning, then
third the
institution facilities and
infrastructures. In
accordance with these
considerations, it can
be concluded the right
instructional model
on Blended Learning in
Polytechnic is the
Rotation Instructional Model.
There was
one type of rotation
instructional model that
could not be applied in
Polytechnic, it was
Individual Rotation Model. The
others type
namely station model, rotation
lab,
individual rotation, and flipped
classroom
could be applied in Polytechnic.
The study
had implications on the learning
process in
Polytechnic. The lecturers could
use the
schema to determine the
instructional
model that suitable on their
courses. In
research site, practice courses
that held in
laboratories or workshops really
appropriate to apply the lab
rotation model
in its application due to the
condition of
learning facilities and
infrastructures.
ACKNOWLEDGEMENT
Gratitude is dedicated to DRPM
DIKTI who
has funded this research and
Universitas
Negeri Yogyakarta who are willing
to guide us
in the implementation of
research, and also
Politeknik Negeri Bali which
gives full
permission and support for this
research. We
would like to thank the Cakrawala
Pendidikan
which provides an opportunity to
publish the
results of this research.
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