Development of BaKuLiKan Blended Learning Model Using ADDIE Pattern

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4 (1) (2021) 7-16

Journal of Curriculum Indonesia

http://hipkinjateng.org/jurnal/index.php/jci

Development of BaKuLiKan Blended Learning Model Using ADDIE Pattern

Lulud Prijambodo Ario Nugroho*

LPMP Central Java, Indonesia Info Articles

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History Articles:

Submitted 14 January 2021 Revised 8 February 2021 Accepted 30 March 2021

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Keywords:

Bak Kidul e-learning, ADDIE, literacy, attitude

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Abstract

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After conducting an initial study using "websearch" the use of BaKuLiKan learning model resulted in a diversity of student learning outcomes. On this basis, the BaKuLiKan learning model is developed into a blended learning model. The model is then developed according to the ADDIE development sequence. BaKuLiKan is an acronym for Baca-disKusi-Lihat-lakuKan (Read-Discuss-Observe-Do). BaKuLiKan is a series of learning activities for students. The application of this learning model accustoms students to learn to use the Read-Discuss-Observe-Do sequence. The Bakulikan Learning Model itself was first developed in 2004 by the LPA. Nugroho.

The development goal at that time was to increase the creativity of students. The BaKuLiKan blended learning model was then developed using the ADDIE pattern.

ADDIE (analysis Design Development Implementation Evaluation) is one pattern for developing a learning model. The analysis of initial development needs is that a blended learning model with criteria is needed to improve literacy skills. Although in this model student’s character building is also observed. One indicator of increasing literacy skills is increasing creativity and critical thinking skills of students. This model is applied to 15 classes in different schools. The observation period was carried out collaboratively and collegial teaching and resulting in precise data. The results show that the model can achieve the goals when it is applied to learning well.

However, further studies are still needed, so that learning outcomes are steady in schools with various conditions.

*Address correspondence:

Lulud Prijambodo Ario Nugroho e-ISSN 2549-0338

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Journal of Curriculum Indonesia 4 (1) (2021) INTRODUCTION

The BaKuLIKan Learning Model is a learning model developed in 2004 by Nugroho. This model is named after the learning procedure that students go through during the learning process, namely BAca-disKUsi -meLIhat –lakuKan (BaKuLiKan). The acronym Bakulikan is not taken using standard abbreviations, in sake of simplifying the sequence of the learning process. This makes the Bakulikan model easy to apply in schools.

The initial goal of developing the Bakulikan model was to increase the creativity of students.

In the results of the initial study it was found that the efforts that must be made by the teacher so that students can have high creativity, there are several processes that must be passed by students. One of the processes taken in the Bakulikan model is the teacher's effort to improve the skills of students in understanding the content of reading, or now we know it as literacy skills.

What are the skills in understanding the contents of the reading?; because as we all know that literacy skills today have also developed into six domains, namely literacy in reading and writing, numeracy, science, digital, finance and culture and citizenship. If literacy refers to the initial concept, which aims to increase the creativity of students in learning physics, then the literacy skills are more focused on reading literacy skills and scientific literacy skills. Based on several follow-up studies on the application of the Bakulikan model by peers, it showed that this learning model is also relevant to be applied to subjects other than science. Initially, the Bakulikan model was developed to provide an alternative for physics teachers in the learning process in their class. Physics lessons in general are lessons that require accuracy and criticality of students so that they can understand the problem in detail. However, the development of creativity is a new problem for physics learners.

They require a different learning model. The need for a new learning model, in the end, provided an opportunity for Nugroho to develop a new learning model. Based on observations, it turns out that the Bakulikan learning model provides opportunities for students to be able to improve their reading skills, and in turn they will increase their creativity.

In millennial era, the ability to understand reading content is one of the absolute skills. This skill must be mastered by all citizens. This shows that the Bakulikan model is still relevant to use.

Currently information and communication technology has developed rapidly (ICT), the digital literacy skills of students also need to be improved. Based on this fact, upgrading the Bakulikan learning model to the Bakulikan blended learning model is a necessary thing.

Objectives

Some of the objectives of developing Bakulikan blended learning model are:

to increase literacy skills;

to improve students’ critical thinking skills;

to increase students’ creativities;

to take advantage of advances in ICT in learning;

to provide an alternative blended learning model for teachers;

to provide ideas for teachers to always be innovative in the learning process.

METHODS

This research on the development of the BaKuLiKan blended learning model used the ADDIE pattern. ADDIE is an acronym for Design Development Implementation and Evaluation Analysis. Addie is the steps taken by the developer in carrying out development activities. A brief explanation of ADDIE activities is presented in the following figure.

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Journal of Curriculum Indonesia 4 (1) (2021)

Figure 1. The Sequence of development activities using the ADDIE pattern.

Development activities were conducted in 2020. The data collection was done for 3 months from August to October 2020 in several junior high schools in the provinces of Central Java. The populations of this study were teachers in junior high schools with different districts. The development sample used 15 different classes which did online learning. Each class was observed collegially. Observation time was in one learning cycle.

RESULTS AND DISCUSSION

In this section, the results of data collection and discussion are presented in two parts. The first part presents the results of data collection based on the ADDIE process. The second part presents a discussion of the results of data collection.

ADDIE Data Collection Results

Data on the development of the BaKuLiKan blended learning model is still qualitative data, because the development is still in early stage. In addition, the numbers of schools used to implement this model were still very limited to only 3 schools. At this stage, the developer was still trying to foster a learning culture in a learning environment without boundaries, in this case, improving literacy skills and strengthening character.

Development result data is presented in the ADDIE activity section as presented below.

Analysis

The needs analysis for Model development is conducted by observing trends that appear on

"social media" or "web search". The strategy used in collecting data is by gathering information about learning, incidentally, in the beginning of the pandemic Covid-19. Then there was a sudden change in the learning process from face-to-face learning to distance learning. Due to face-to-face restrictions, some of the social media used for school learning are Whatsapp group, Twitter and Facebook. There are some complaints about distance learning, we can summarize in the following

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Table 1.A summary of complaints and recommendations for the development of a blended learning model during Pandemic Distance Learning

Complaints from Summary of complaints

Parents Parents are difficult in controlling learning time and assisting learning subjects, the teachers are only giving assignments, learning costs are getting

more expensive, and children are more frequent playing games instead of participating in the learning process.

Teacher Teachers are confused about how the learning strategy and how to explain the material, the teacher's image is only in face-to-face meetings, Students

rarely enter virtual classes, control is difficult, children's cell phones take turns with parents that are troublesome, so the teacher has to stay up late,

validation of repeated results is difficult, haven't thought of utilizing learning media, let alone hypermedia learning as strange stuff for them.

Students Some children feel confused about the distance learning process, because of the lack of opportunities to ask questions and get satisfying answers. Most

of them felt happy because they got the legality from the school to bring their own cell phone. Even though cell phones are more often used to be

involved in non-school activities.

Recommendations for Analysis Results

A blended learning model is needed that can foster a fun learning culture for learning community. In this case, the communities of learning are teachers, students and students’ parents. Some indicators of the growth of a

fun learning culture are the growth of literacy skills, the strengthening of the students’ character, the growth of creativity and the development of

critical thinking. When these four things grow, the dynamics of the meaningful learning process will usually emerge

Preliminary Study and Recommendation

Statement Preliminary study

learning model A preliminary

The study on the application of the BaKuLiKan Learning model has been carried out to increase the creativity of students. The initial study was conducted using a "" literature study strategy by using search for use and

research on the application of "BaKuLiKan Learning Model and it was found that approximately 10 researchers were used, but in this development only two researchers were included. In addition, a flexible learning model is needed, so it is necessary to develop a learning model.

Recommendations Based on complaints from educators and school communities, a Blended BaKuLiKan Learning Model is developed. The BaKuLiKan blended learning model is a development of the Blended learning model, only in

this study only one part is discussed, namely Blended online.

Design

The BaKuLiKan blended learning model was designed based on the needs of the blended learning model. The learning design is presented in table below.

Table 2. Blended Learning Model Design BaKuLiKan

Parts Constructivist Blended Learning Model

Approach Inquiry, constructivism,

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strategies Online 5t35t3r4T

(using an LMS or a platform that can be used for online learning)

Method Read-Discuss-Observe-Do

Development Objectives to improve literacy skills, to increase creativity,

to provide strengthening of characters building to be thematic

Learning Media Hypermedia Learning

Development

Development of learning models is done by preparing detailed elements of the blended learning process. Learning activities are a reference for development. Development is focused on completing the elements that will become part of the learning process. Development activities are summarized in table 3. The contents of the summary tend to be like strengthening procedures that the teacher must carry out from preparation to implementation of learning.

Table 3. Development of Blended Learning Procedure Activities Learning

Procedures

Development carried out Preparation

made by the teacher

Readiness of material integrated with strengthening character building was prepared in the form of learning media stored on the cloud, for example: you tube; learning

house; open source learning; or learning sites that are widely available, but the teacher should have selected the material.

Read material distributed by the teacher

Students learn the material independently

In this learning activity, the literacy skills will grow, at least reading literacy, digital literacy, media literacy, and literacy of the subject matter being taught Discuss Participants discuss the results of their understanding after reading. In this step,

there are two discussion processes; they are discussions outside the classroom without teacher’s assistance and discussions in virtual classes assisted by the

teacher.

Discussion outside the classroom

In the learning process, a connectivist approach is developed. All students can discuss with anyone, without being limited by discussion groups.

Learning in the classroom

In this part the learning process was done in two strategies that the teacher can choose a strategy that all students are able to follow. These strategies are:

First, chat discussions using a platform that is owned by all students such as Whatsapp, Google chat, Telegram, Kaizala, or others;

Second, virtual meetings. Of course, before using this strategy, the teacher must ensure that all students are able to participate in this learning activity.

This learning activity can also be used to foster the character of students, for example speaking manners, holding virtual meetings, speaking through group chats,

and other characters.

Observe In this stage, the learning activities are inviting students to directly apply the

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Journal of Curriculum Indonesia 4 (1) (2021) stage.

Because this is online learning, the teacher provides learning activities in the form of video shows or students are asked to see the application of the concepts they have

learned. It is expected that after watching the application firsthand, students will show understanding, mastery, and perhaps interest which in turn will inspire an

idea of what work they will do in the future.

Do After students master the concept and see firsthand its implementation, they are asked to make small projects according to their respective thoughts. The approach

used to make this project a reality is the group connectivism approach.

Students’

Learning Outcomes

The Learning outcomes are making small projects students can do independently or in groups. We recommend that group members be limited.

Implementation

Activities in the BaKuLiKan model are in virtual classrooms. The learning implementation follows the Lesson Plan (RPP) and the learning aids utilization sheet which contains the design of using learning hypermedia. As for the preparation of lesson plans and learning hypermedia, it refers to the development of the Blended BaKuLiKan learning design. The learning application activities are explained in table below.

Table 4. Activities for implementing the Blended Learning Model

No Activities

1 Communicating with the school 2 Preparing teachers 3 Ensuring teacher readiness 4 teacher conducts online learning Evaluation

The technique used to test the applicability of the BaKuLiKan learning model is observation technique. The teachers from 15 classes had been observed at different times. Each class is observed until one learning cycle is completed. The focus of observation is only on 3 skills; literacy skills, critical thinking skills and creativity development. In addition, character building strengthening occurs when learning occurs. In this study, the details of each indicator did not appear, because each indicator would appear in their respective studies. The evaluation results are presented in Table 5.

Table 5. The results of the observation of blended learning model application

Activities observed. The results of the

observations appear Not yet

appear Literacy growth in the activities of understanding the content of the material

provided in the form of learning hypermedia

12 3

Strengthening character building in the steps of discussion learning activities or chat "

11 4

The emergence of the critical thinking skills process during class discussions, marked by questions related to increasing of understanding

9 6

Developing creativity during activities 11 4

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Journal of Curriculum Indonesia 4 (1) (2021) Students learn comfortably at each learning stage, this is indicated by punctuality to go to the virtual classroom and the collection of assignment

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Teachers can manage online classes well by applying BaKuLiKan model. It was showed from their readiness in learning instruments and punctuality in

learning

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Discussion

Utilization of information technology in learning, in this millennial era is already inevitable.

Although this change does not happen spontaneously, it is sure to happen. The students’ learning process must change, along with changes in the students’ learning environment. Teachers, schools, and all elements of education must also begin to change the learning process. The use of information technology is an absolute requirement so that the BaKuLiKan blended learning model can be applied. The connectivism learning approach develops along with the rapid development of ICT.

The connectivist learning approach provides ways for teachers, students and schools to develop learning methods. Meanwhile, the meaningful learning process is still considered as the main objective of a learning activity from the point of view of the national curriculum and the interests of students as individuals. This Approach allows learners can connect with anyone.

Connecivist BaKuLiKan blended learning model is developed by using a connectivism learning approach. The application still uses inquiry learning approach and constructivism as the initial design of the BaKuLiKan learning model. The connectivist approach provides opportunities for learners to connect with anyone as long as it can be a learning resource for learners. With the synergy of these three approaches, a concept of self-learning with maximum connectivity support was developed. And in the end students can construct their building of knowledge. The result of students’ knowledge construction is usually also adjusted to the students character and the benefits of this learning result are fully for the students. In this case the teacher is sufficient to assist students in learning. Teachers can give Assistance or guidance in learning, but they should not dominate the learning process of students.

The results of the evaluation after testing the application of the BaKuLiKan learning model showed that the implementation of this model has been able to achieve the objectives of developing this blended learning model even though it is not optimal. This can occur because the Bakulikan blended learning model is a model developed to be able to provide services to students in accordance with their respective learning styles. With the connectivist approach, the teacher needs to develop an open learning design and must utilize complex learning hypermedia when using the Bakulikan model because the process of reading and understanding the contents really depends on the reading material available. In addition, the teacher also needs to change his role as a "provider" to become a

"facilitator". This change will usually have a more positive impact on students’ the learning method.

We must erase the impression of "smart teacher". Instead, it is better for the teacher to look

"mbodoni", or "act like stupid teacher". One of the teacher's functions is to assist students, so that they can be actively involved in the learning process. Without being actively involved, it is difficult to say that students’ learning is meaningful. By being actively involved in the learning process, students were conditioned to enter into activities that stimulate and challenge their thinking and creativity. In addition, students can also actively respond to lessons.

Supportive Learning Environments

The connectivism approach develops complex learning environments. A complex learning environment has the meaning of a learning environment without boundaries. In this case, students can gather information both face-to-face and through cyberspace. This approach also provides

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comprehensive learning environment students can build their knowledge by utilizing all the information available around them. This Learning environment requires the role of the teacher as a companion and guide. Therefore, the learning process can connect students with other students, complex sources and open learning sources.

Bakulikan Blended Learning Procedure

The learning procedure for the learning has been made clear in the details of its activities in the model development section. The learning process of students uses four stages: reading, discussing, observing and doing. However, these learning steps must first be synchronized to the national learning process standards of EEK learning rules: Exploration, Elaboration and Confirmation.

Read

Students practice self-learning Students learn hypermedia Students practice literacy skills

Do

Students practice creativity

Students practice their skills to make idea into real product based on their own knowledge Students practice their skill to work together as

team or individually Discuss

Students hold “independent discussion”

(without teacher’s guidance) Student have guided discussion Students practice critical thinking Students strengthen their characters especially

manner and courage

Observe

Students strengthen their observation skill Students practice their skill to imitate Students practice to synthesize their own understanding of a concept with the application

in the reality Figure 2. Blended Learning Procedure Bakulikan

The fundamental change in the blended learning model is in the learning approach. However, this change in approach, in fact, also changes the supporting learning environment, learning strategies, learning methods and techniques. In this case, a blended learning strategy was developed.

The learning procedure is blended learning model; there is no change from the standard learning model. The following describes the learning procedure for the Blended Bakulikan learning by describing the learning procedure as described in Figure 2.

Read

The reading process of students is an exploratory process. Teachers should give students sufficient time. Reading activities can be done at school or at home. Reading activities need to be done as much as possible outside of class hours. These strategies enable students to be able to choose reading material that suits their learning targets, of course, by providing sufficient reading material.

Reading activities today are not just reading text, but also watching videos or news in television, social media or even listening to news.

Discuss

Discussion is an elaboration activity. It gives opportunities for students to discuss their knowledge after reading activities. The discussion process can help students in building knowledge concepts. With whom students need to discuss, this is where the teacher will be tested for their skills in moderating the learning process of students. Are teachers able to connect their students with

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fellow students and expert on science, especially in expertise, in accordance with the knowledge of target students.

Observe

Observing is also an elaboration process, here students are invited to see the benefits of the knowledge they are learning. In the learning process of seeing, the teacher can present a video, a virtual laboratory or ask students to find the application of a concept in their surrounding environment. Knowledge will usually be more meaningful after students understand the concept of knowledge and then see the application of the knowledge they learn.

Do

This is the unique part of the Bakulikan learning model. Usually doing is an exploration or elaboration process but doing here is a confirmation process. In the Bakulikan model, students are invited to perform or demonstrate their skills based on the learning process they have been through.

In this model, students are able to show their skills as a confirmation process of their mastering the subject matter.

The uniqueness of this Bakulikan blended learning model is fully realized by the researcher.

Not all subjects or materials can be taught using the Bakulikan blended learning model. And as a blended learning model, of course all of these learning procedures can be done online.

CONCLUSIONS AND SUGGESTIONS

The conclusion of this study is that the Blended BaKuLiKan learning model has basic benefits of maximizing the use of informatics technology in learning. In addition, it can be used to improve literacy skills. Literacy skills are also useful to improve two other 21st century skills: critical and creative thinking skills. It has not been tested whether this learning model can also improve communication skills. However, considering that the learning approach used connectivism, it is possible that this model can also improve communication skills. The blended learning model based on the results of the evaluation can also be used to strengthen the students’ characters, especially in discipline and manners such as speaking politely when doing virtual activities.

Suggestion for improvements by other researchers or colleagues who are interested in the application of this learning model is the need to calculate the duration of self-study using hypermedia learning. In addition, the total duration of learning time for one cycle also needs to be taken into account, so that the number of learning aids, self-study time for discussion becomes effective and has maximum benefits. Besides that, it can also provide comfort for students, teachers and of course parents.

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