IMPLEMENTASI PEMBELAJARAN BLENDED LEARNING MELALUI MODEL DISCOVERY LEARNING PADA MATA KULIAH KALKULUS I

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LAPORAN

PENELITIAN PENGEMBANGAN IPTEKS (PPI)

IMPLEMENTASI PEMBELAJARAN BLENDED LEARNING MELALUI MODEL DISCOVERY LEARNING PADA MATA KULIAH

KALKULUS I

Tim Pengusul

Ketua Peneliti : Feli Cianda Adrin Burhendi, M.Si. (NIDN: 0305089001)

Nomor Surat Kontrak Penelitian : 784/F.03.07/2019 Nilai Kontrak : Rp. 10.000.000

PROGRAM STUDI PENDIDIKAN FISIKA FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PROF. DR. HAMKA

2020

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LEMBAR PENGESAHAN

PENELITIAN PENGEMBANGAN IPTEKS (PPI) Judul Penelitian

Implementasi Pembelajaran Blended Learning Melalui Model Discovery Learning Pada Mata Kuliah Kalkulus I

Jenis Penelitian

:

PENELITIAN PENGEMBANGAN IPTEKS (PPI) Ketua Peneliti :Feli Cianda Adrin Burhendi, M.Si.

Link Profil simakip :http://simakip.uhamka.ac.id/pengguna/profile Fakultas : Fakultas Keguruan dan Ilmu Pendidikan

Waktu Penelitian : 6 Bulan Luaran Penelitian

Luaran Wajib :Jurnal Internasional Terindeks Scopus Q3 (Special Issue) Status Luaran Wajib : Accepted

Luaran Tambahan : - Status Luaran Tambahan: -

Jakarta, 18 April 2020

Menyetujui,

Dekan Fakultas Keguruan dan Ilmu Pendidikan Ketua Lemlitbang UHAMKA

Dr. Desvian Bandarsyah Prof. Dr. Suswandari, M.Pd

NIDN.0317126903 NIDN. 0020116601

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v ABSTRAK

The focus of this research is to find out how to implement blended learning in university and how much influence it has on calculus I learning outcomes with the discovery learning method. The method used in this research is quasi-experimental with non-equivalent pretest-posttest control group design. From the research of students’ Implementation of Blended Learning using Discovery Learning Method in Calculus I Courses, it has the result of the extended score between Xmax(highest score) = 85 until Xmin

(lowest score) = 45 in total sampel of 30 students. The mean (𝑋̅) is 66.10 ; variant (s²) is 92.73 and standars deviation (s) is 9.63. The results of this study indicate that there is a positive influence of blended learning to use discovery learning models in the calculus I course. From the computation of experiment and control class by using t test, it is found that tobserved = 1.8. While in significant level of α

= 0,05 and df (30+30-2) = 58, found that ttable(1-α;(58)) = 1.67. Because tobserved = 1.8 > ttable(1-α;(58)) = 1.67, it means that research hypothesis (H0) is rejected and (Hi) is accepted. So, it can be stated that there is a significant influence of the Blended Learning to use Discovery Learning Method in Calculus I Course.

Kata Kunci : Blended Learning, Discovery Learning, quasi-experimental

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DAFTAR ISI

hal LEMBAR PENGESAHAN ………

SURAT KONTRAK PENELITIAN ………..

ABSTRAK ………..……...

DAFTAR ISI ………...

BAB 1. PENDAHULUAN ………

BAB 2. TINJAUAN PUSTAKA ………

2.1. state of the art ………...………...

2.2. Konsep Blended Learning ………..………

BAB 3. METODE PENELITIAN ………

BAB 4. HASIL DAN PEMBAHASAN ………

BAB 5. KESIMPULAN DAN SARAN ………

BAB 6. LUARAN YANG DICAPAI ………...

BAB 7. RENCANA TINDAK LANJUT DAN PROYEKSI HILIRISASI …...

DAFTAR PUSTAKA ………...

DAFTAR LAMPIRAN ………..

Lampiran 1. Artikel ilmiah ……….

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v vi 1 3 3 3 6 7 9 10 12 13 19 19

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BAB 1. PENDAHULUAN

Pembelajaran dengan memanfaatkan sarana teknologi informasi melalui jaringan internet merupakan salah satu alternatif yang tepat dan dapat mengatasi berbagai persoalan pembelajaran. Maka dari itu salah satu cara yang dapat dikembangkan adalah membantu sistem pembelajaran konvensional dengan sistem pembelajaran yang lebih efektif dan efisien dengan dukungan sarana dan prasarana yang memadai. Salah satu manfaat yang dapat dirasakan dalam perkembangan TIK adalah teknologi internet. Internet telah banyak digunakan sebagai sumber informasi untuk menunjang pendidikan. Hal tesebut karena memungkinkan siswa dapat mengakses ke sumber daya multimedia dengan mudah, dan belajar hampir kapan dan di mana saja. Belajar melalui internet sering dianggap dengan e-learning. E-learning adalah singkatan dari electronic learning, merupakan proses pembelajaran yang didukung oleh penggunaan alat atau konten digital.(Silvana, 2017)

Namun di samping keunggulan dalam pemanfaatan e-learning, implementasi e- learning ini tidak sepenuhnya dapat berjalan dengan lancar. Seringkali di dapatkan bahwa kurangnya interaksi langsung dikarenakan oleh banyak faktor teknis seperti memanfaatkan informasi dan membagi waktu serta minimnya pengetahuan terkait penggunaan dari e-learning tersebut. Proses penyelenggaraan e-learning,dibutuhkan sebuah Learning Management System (LMS), yang berfungsi untuk mengatur tata laksana penyelenggaraan pembelajaran di dalam model e-learning. Sering juga LMS dikenal sebagai CMS (Course Management System), umunya CMS dibangun berbasis web, yang akan berjalan pada sebuah web server dan dapat diakses oleh pesertanya melalui web browser (web client). Server biasanya ditempatkan di universitas/sekolah atau lembaga lainnya, yang dapat diakses darimanapun oleh pesertanya, dengan memanfaatkan koneksi internet.(Sjukur, Negeri, Kab, & Bumbu, 2012)

Berdasarkan permasalahan di atas ada upaya yang perlu di cari penyelesaiannya untuk menutup kelemahan dari e-learning dan metode konvensional itu sendiri. Model blended learning dapat menggabungkan pembelajaran bersifat konvensional atau tatap muka dengan model pembelajaran yang sifatnya berbasis e-learning dan dapat memanfaatkan media dalam jaringan atau online. Maksudnya, dapat melakukan interaksi secara langsung dalam proses belajar mengajar yang menggabungkan antara kedua model sehingga saling melengkapi dari kekurangan yang ada. Menurut Bhonk dan Graham (2006), menjelaskan bahwa blended

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2 learning adalah gabungan dari dua sejarah model perpisahan mengajar dan belajar.(Prabowo, 2014)

Oleh sebab itu blended learning adalah unsur yang cenderung untuk meningkatkan kualitas dengan mutu yang selaras dengan perkembangan pendidikan era modern. Sehingga dapat meningkatkan perhatian mahasiswa untuk belajar lebih baik. Hal tersebut diharuskan manusia untuk terus mendalami pengetahuan, tidak hanya menekankan pada pengembangan kemampuan intelektual namun harus selaras dengan hal-hal yang berkaitan dengan sikap atau respon pada saat proses pembelajaran, dan skill atau keterampilan agar dapat dimanfaatkan kemudian hari.

Untuk membuat pengajaran dengan sistem blended learning maka dibutuhkan model pembelajaran yang tepat. Menurut kami pembelajaran dengan menggunakan model Discovery Learning merupakan model yang tepat karena Menurut Sund (dalam Malik, 2014: 219) discovery terjadi bila individu terlibat, terutama dalam penggunaan proses mentalnya untuk menemukan beberapa konsep dan prinsip. Discovery dilakukan melalui observasi, klasifikasi, pengukuran, prediksi, penentuandan inferi. Proses tersebut disebut cognitive process sedangkan discovery itu sendiri adalah the mental process of assimilating concepts and principles in the mind.Proses mental dalam mencerna beberapa konsep dan prinsip pikiran.(Astuti, 2015)

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BAB 2. TINJAUAN PUSTAKA

A. State of the Art

Penelitian yang berkaitan dengan implementasi pembelajaran blended learning melalui model discovery learning pada mata kuliah kalkulus I diantaranya adalah (1) Mohd Azli Yeop, Kung Teck Wong and Noraini Mohamed Noh dengan judul “Blended learning in selected journals: a content analysis using the Complex Adaptive Blended Learning Systems” dalam jurnal International journal of Instructional Technology and Distance Learning tahun 2016; (2) Suo Yan Ju dan Suo Yan Mei dengan judul “Perceptions and Practices of Blended Learning in Foreign Language teaching at USIM” tahun 2018 ; (3) I Ketut Widiara dengan judul “BLENDED LEARNING SEBAGAI ALTERNATIF PEMBELAJARAN DI ERA DIGITAL” tahun 2018.

Dari penelitian penelitian yang telah dilakukan tersebut umumnya pembelajaran blended learning menjadi rujukan untuk menggabungkan pembelajaran menggunakan teknologi dengan pembelajaran konvensional. Namun, belum banyak yang menggunakan model pembelajaran yang tepat dalam menunjang pembelajaaran blended learning itu sendiri. Sehingga kami merasa perlu dilakukan penelitian dengan judul “ IMPLEMENTASI PEMBELAJARAN BLENDED LEARNING MELALUI MODEL DISCOVERY LEARNING PADA MATA KULIAH KALKULUS I”

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4 B. Konsep Blended Learning

Belajar adalah proses yang sulit dan kompleks. Beberapa parameter yang harus diperhatikan pada karakteristik peserta didik di antaranya persepsi dan operasi pengetahuan, keterampilan umum, potensi berkembangnya dan faktor lingkungan memainkan peran yang penting dalam prosesnya. Dalam proses pembelajaran pendidik harus mampu membaca karakter dominan para peserta didik. Salah satu kateristik peserta didik yang perlu diperhatikan adalah perbedaan gaya belajarnya. Gaya belajar peserta didik memiliki perbedaan antara satu dengan yang lainnya(Özyurt & Özyurt, 2015; Surahman &

Surjono, 2017).

Dalam Menghadapi perkembangan zaman yang semakin pesat pada Abad 21, maka belajar dan proses pembelajaran harus dirancang agar dapat mencapai kompetensi Abad 21. Salah satu dari enam unsur pembelajaran abad 21 (Partnership for 21st century skills, 2002) adalah literasi informasi dan literasi TIK. Agar kemampuan literasi informasi dan literasi TIK peserta didik juga ber-kembang maka integrasi TIK dalam pembelajaran perlu dilakukan. Peningkat-an kompetensi literasi informasi dan literasi TIK peserta didik secara efektif dapat dilakukan dengan cara meng-integrasikan TIK termasuk internet sebagai alat dalam proses pembelajaran (Wijayanti, Maharta, & Suana, 2017; Yılmaz & Orhan, 2010).

Teknologi pembelajaran adalah teori dan pratek dalam merancang, mengembangkan, memanfaatkan, mengelola, dan menilai proses dan sumber untuk belajar.

Secara operasional teknologi pendidikan dapat dikatakan sebagai proses yang bersistem dalam membantu memecahkan masalah belajar pada manusia. Kegiatan yang bersistem mengandung dua arti, yaitu pertama, yang sistemik atau beraturan, dan yang kedua yang sistemik yang beracuan pada konsep sistem. Kegiatan yang beraturan adalah kegiatan untuk memenuhi kebutuhan yang dilakukan dengan mengkaji kebutuhan itu sendiri terlebih dahulu, kemudian merumuskan tujuan, mengidentifikasi kemungkinan pencapaian tujuan dengan mempertimbangkan kendala yang ada, menentukan kriteria pemilihan kemungkinan,memilih kemungkinan yang terbaik, mengembangkan dan menguji cobakan kemungkinan yang dipilih, melaksanakan hasil pengembangan dan mengevaluasi keseluruhan kegiatan maupun hasilnya (Gusmaneli, 2012; Yusufhadi, 2004).

Pembelajaran tidak hanya bertumpu pada aspek teknologi saja ini dikarenakan pada hakikatnya proses pembelajaran lebih pada proses interaksi antara guru, siswa dan sumber belajar. Meskipun e-learning bisa digunakan oleh siswa secara mandiri, tetapi eksistensi

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5 guru sangat berarti sebagai pembimbing yang berfungsi memberi support dan menjadi fasilitator bagi siswa dalam proses pembelajaran. Dengan kata lain bahwa proses tatap muka menjadi hal yang tak terelakan dan dalam proses pembelajaran. Oleh karena itu model pembelajaran yang mencoba menggabungkan (blending) metode face to face learning dengan e-learning secara integratif dan sistematis dengan harapan proses pembelajaran menjadi lebih bermakna (Plummer, 2012; Syarif, 2012).

Blended learning merupakan kombinasi instruksi dari dua model pendidikan berbeda yakni pendidikan tatap muka tradisional dan pendidikan e-learning. Dimana Allen dan Seaman mempersentasekan blended learning berdasarkan persentase penggunaan e- learning dalam proses pertemuan tatap muka. Menurut definisi mereka, e-learning murni, blended learning, pembelajaran yang disempurnakan melalui internet dan pembelajaran tradisional memanfaatkan persentase pengiriman e-learning masing-masing sebesar 80% - 100%, 30-79%, 1-29% dan 0%. Ada berbagai istilah yang digunakan untuk kombinasi kegiatan pembelajaran berbasis teknologi dengan kegiatan tatap muka, yaitu blended learning dan hybrid learning(Lam, 2014; McNaught, 2011; Ross & Gage, 2006).

Sejalan dengan itu gede sandi juga mengemukakan pendapatnya mengenai pembelajaran blended learning, menurutnya model blended learning memadukan metode dan strategi pengajaran dengan bantuan teknologi virtual. Model ini dapat dilakukan tidak hanya pada saat proses pembelajaran tatap muka, tetapi juga dimanapun berada selama ada akses internet (Dobrzański & Brom, 2008; Sandi, 2012).

Proses pembelajaran dengan menggunakan model blended learning dapat memberikan waktu tambahan bagi siswa untuk memahami materi. Hal ini memungkinkan siswa dapat mengulang kembali materi pembelajarannya. Siswa dapat meningkatkan penguasaan materi pelajarannya dengan mengulang mempelajari materi pembelajaran beberapa kali, melatih soal-soal baik secara mandiri maupun berkelompok. Selain itu, blended learning ini mempermudah dan mempercepat proses komunikasi nonstop antara pengajar dan siswa (Eklund, Kay, & Lynch, 2003; Sandi, 2012; Santoso, 2008).

Tingkat kepuasan peserta didik dengan blended learning merupakan hal penting.

Oleh karena itu, fokus penelitiannya hanya pada faktor-faktor yang mempengaruhi kepuasan peserta didik di lingkungan blended learning. Ada enam dimensi yaitu (1) pelajar, (2) instruktur, (3) lembaga, (4) teknologi, (5) desain dan (6) lingkungan. Dimana dalam penelitian (Chen, Yong, & Yao, 2016) disimpulkan bahwa peserta didik (generasi muda) diprioritaskan dimensi desain menjadi faktor yang paling penting dalam kepuasan mereka terhadap e-learning komponen dalam lingkungan blended learning. Oleh karena itu, mungkin lebih strategis bagi lembaga pendidikan untuk menekankan pada dimensi desain dalam implementasi e-learning mereka dalam lingkungan blended learning khusus untuk peserta didik yang lebih muda (Sutisna, 2016).

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BAB 3. METODE PENELITIAN

Pendekatan yang digunakan adalah pendekatan kuantitatif. Metode yang digunakan dalam penelitian ini adalah metode pre-experimental design (nondesign) penelitian eksperimen adalah metode penelitan yang dilakukan untuk menemukan pengaruh perlakuan tertentu terhadap yang lain dengan kondisi yang terkontrol. Berdasarkan pengertian tersebut disimpulkan bahwa penelitian eksperimen merupakan metode memilih variabel lalu diberikan perlakuan, setelah itu dapat berpengaruh terhadap eksperimen. Langkah – langkah yang dilakukan dalam penelitian ini adalah sebagai berikut ; (1) Studi Literasi (2) Pemberian Pre Test (3) Treatment (Penggunaan Blended Learning dengan Model Discovery Learning (4) Post- Test (5) analisis data (6) kesimpulan

Diagram Alir Penelitian

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BAB 4. HASIL DAN PEMBAHASAN

Dari penelitian Implementasi Blended Learning menggunakan Metode Discovery Learning dalam mata pelajaran Kalkulus I, itu memiliki hasil skor antara Xmax (skor tertinggi) = 85 hingga Xmin (skor terendah) = 45 dalam total sampel 30 siswa. Mean (𝑋̅) adalah 66,10; varian (s²) adalah 92,73 dan standar deviasi adalah 9,63.

Table 1. Pretest value on calculus I course

Statistic Symbols Experiment Class Control Class

Total Individual 𝑛1 .𝑛2 30 30

Mean X1 .X2 50.7 50.3

Variance 𝑠² 53.13 51.48

Standar Deviation 𝑠 7.29 7.17

Table 2. Postest value on calculus I course

Mean X1 .X2 66.1 56.9

Variance 𝑠² 92.73 58.59

Dari tabel distribusi blended learning siswa menggunakan metode discovery learning di atas dapat dibuat histogram dan grafik poligon dari blended learning siswa di kelas eksperimen.

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8 Figure 1 Histogram and Polygon Chart of Students’ blended learning to use discovery

learning method in Experiment Class

Figure 2 Histogram and Polygon Chart of Students’ blended learning to use discovery learning method in Control Class

Dari gambar 1 dan 2 di atas, dapat dilihat perbedaan antara kelas eksperimen dan kelas kontrol.

Kelas eksperimen mendapat hasil belajar yang lebih baik daripada kelas kontrol. kelas eksperimen mendapat nilai rata-rata 66.1 sedangkan kelas kontrol mendapat 56.9.

Dari data penelitian tabel distribusi frekuensi, ditemukan bahwa skor rata-rata di kelas eksperimen (𝑋̅)= 66,1 dan varian (s²) = 92,73

Dari perhitungan kelas eksperimen dan kontrol dengan menggunakan uji t, ditemukan bahwa thitung = 1.8. Sedangkan pada taraf signifikan α = 0,05 and df (30+30-2), ditemukan bahwa ttabel (1-α; (58)) = 1,67. Karena thitung = 1.8 > ttable(1-α;(58)) = 1.67, itu berarti bahwa hipotesis penelitian (H0) ditolak dan (Hi) diterima. Jadi, dapat dinyatakan bahwa ada pengaruh yang signifikan dari Blended Learning untuk menggunakan Metode Discovery Learning dalam mata kuliah Kalkulus I.

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BAB 5. KESIMPULAN DAN SARAN A. Kesimpulan

Berdasarkan pembahasan hasil penelitian mengenai implementasi pembelajaran blended learning melalui model discovery learning pada mata kuliah kalkulus I maka dapat ditarik simpulan bahwa pada penelitian ini, pembelajaran blended learning cukup memberikan pengaruh yang signifikan terhadap hasil belajar jika di kombinasikan dengan menggunakan model pembelajaran yang sesuai seperti discovery learning. Sehingga mahasiswa dapat mengeksplorasi diri dengan baik dan meningkatkan kemampuan akademis mahasiswa. Pada penelitian ini juga dapat dipahami bahwa penggunaan teknologi sangat membantu sekali dalam proses pembelajaran, serta membuat proses pembelajaran menjadi lebih efisien. Dimana proses pembelajaran tidak harus hadir dikelas untuk dapat bertatap muka (dosen dan mahasiswa) tetapi proses pembelajaran dapat dilakukan dimana saja dengan bantuan teknologi.

B. Saran

Dalam proses penelitian ini ditemukan beberapa kendala seperti kurang maksimalnya aplikasi yang dipilih oleh kami tim peneliti dalam proses pembelajaran, sehingga kami tim peneliti menyarankan untuk peneliti selanjutnya untuk dapat memilih aplikasi yang sesuai untuk proses pembelajaran blended learning seperti Zoom Meeting.

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BAB 6. LUARAN YANG DICAPAI

Pada mulanya tim peneliti ini hanya menargetkan bahwa penelitian ini memiliki luaran terbit di proceeding international terindeks scopus saja. Namun setelah di persentasikan pada conferrence international di bali artikel tim peneliti dipilih untuk dilanjutkan sampai menjadi artikel yang terbit dalam jurnal international terindeks scopus Q3 (Special Issue). Berikut beberapa lampiran luarannya :

1. Sertifikat presenter

2. Jurnal Accepted

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11 3. Identitas Jurnal

IDENTITAS JURNAL

1 Nama Jurnal International Journal of Innovation, Creativity and Change

2 Website Jurnal https://www.ijicc.net/

3 Status Makalah Accepted

4 Jenis Jurnal Jurnal Internasional terindeks Scopus Q3 4 Tanggal Submit 2 Januari 2020

5 Homepage Jurnal

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BAB 7. RENCAN TINDAK LANJUT DAN PROYEK HILIRISASI Minimal mencakup 2 hal ini.

Hasil Penelitian hasil penelitian ini adalah pembelajaran blended learning cukup memberikan pengaruh yang signifikan terhadap hasil belajar jika di kombinasikan dengan menggunakan model pembelajaran yang sesuai seperti discovery learning. Sehingga mahasiswa dapat mengeksplorasi diri dengan baik dan meningkatkan kemampuan akademis mahasiswa.

Rencana Tindak Lanjut Tim peneliti berencana membuat aplikasi yang sesuai untuk proses pembelajaran blended learning.

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19

Lampiran (Luaran yang dicapai)

Implementation of Blended Learning to use Discovery Learning Method

Feli Cianda Adrin Burhendi^1*, Wahyu Dian L², A. Kusdiwelirawan³, Dony Darma Sagita⁴

1,2,3Pendidikan Fisika, ⁴Pendidikan Bimbingan Konseling Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia Jalan Tanah Merdeka, Pasar Rebo, Jakarta, Indonesia

(*)[email protected]

Abstract

The focus of this research is to find out how to implement blended learning in university and how much influence it has on calculus I learning outcomes with the discovery learning method. The method used in this research is quasi-experimental with non-equivalent pretest-posttest control group design. From the research of students’ Implementation of Blended Learning using Discovery Learning Method in Calculus I Courses, it has the result of the extended score between Xmax(highest score) = 85 until Xmin (lowest score) = 45 in total sampel of 30 students. The mean (𝑋̅) is 66.10 ; variant (s²) is 92.73 and standars deviation (s) is 9.63. The results of this study indicate that there is a positive influence of blended learning to use discovery learning models in the calculus I course.

From the computation of experiment and control class by using t test, it is found that tobserved = 1.8.

While in significant level of α = 0,05 and df (30+30-2) = 58, found that ttable(1-α;(58)) = 1.67. Because tobserved = 1.8 > ttable(1-α;(58)) = 1.67, it means that research hypothesis (H0) is rejected and (Hi) is accepted. So, it can be stated that there is a significant influence of the Blended Learning to use Discovery Learning Method in Calculus I Course.

Keywords: Blended Learning, Discovery Learning, quasi-experimental

Introduction

As a lecturer we are required to do a tri darma of higher education namely: teaching, researching, and serving at the same time. This condition makes us have to be good at managing time. In line with that we need a teaching system that is flexible and can facilitate us in delivering material without having to be in the classroom. In america online learning has long been applied to simplify the learning process. The expected learning system can only be obtained with the help of technology. New technology is drastically changing the conditions in which teaching and learning is conducted and this is also true for higher Education. Technology used outside the classroom to deliver content is an efficient way to prepare students for classroom activities and increases the class time available for student-centred active teaching.

This pedagogical strategy could help traditional brick-and-mortar Universities to add value to face to face interaction in a digital world (Bowen, 2012; Nanclares & Rodríguez, 2016).

Nowadays abundant online resources make blending the teaching process possible and move content coverage outside the classroom, in order to spend in-class time to promote high order thinking skills. Therefore, generally speaking, Blended Learning can be understood as on line activity blended with classroom-based delivery. This is a really broad definition that embraces different types of blended learning experiences, abundantly developed lately in all levels of education. As a result, a terminology confusion arose between the terms hybrid, blended, flipped and inverted. All these are inconsistently defined in the literature creating a barrier to

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20 efficient research on and implementations of these types of classes (Margulieux, Bujak, McCracken, & Majerich, 2014; Nanclares & Rodríguez, 2016).

In America online learning has long been applied to simplify the learning process. Online learning is a form of distance learning or distance education, which has long been a part of the American education system, and it has become the largest sector of distance learning in recent years(Bartley & Golek, 2004; Evans & Haase, 2001; Nguyen, 2015). For the purpose of this literature review, both hybrid or blended learning and purely online learning are considered to be online learning as much of the literature compares these two formats against the traditional face-to-face. Purely online courses are courses delivered entirely over the Internet, and hybrid or blended learning combines traditional face-to-face classes, learning over the Internet, and learning supported by other technologies (Bliuc, Goodyear, & Ellis, 2007; Boticki, Hoic-bozic,

& Budiscak, 2009; Nguyen, 2015; Osguthorpe & Graham, 2003).

In line with it, Al-Qahtani said study blended learning took the form of a combination of face- to-face classroom teaching with lecture and class formats and the use of an asynchronous online classroom. The students had to attend classes in person, but also had access to an asynchronous online classroom to undertake a range of learning activities based on their classes. These included enhancing their knowledge through additional reading and through browsing relevant linked websites, with other activities such as self-assessments, exercises and group tasks and structured discussions (Al-Qahtani & Higgins, 2013).

Blended Learning does not mean bolting technology onto a traditional course and/or using technology as an add-on to teach a difficult concept or deliver supplemental information.

Blended Learning should be viewed as an opportunity to redesign the way that courses are developed, scheduled, and delivered in higher education through a combination of physical and virtual instruction, that is bricks and clicks (Bleed, 2001; Medina, 2018). Blended Learning also surpasses barriers of time and place and can have a direct positive influence on students’

learning outcomes when compared with traditional teaching (Chen & Jones, 2007; Medina, 2018; Melton, Graf, & Chopak-Foss, 2009), though several researchers have observed that this latter characteristic depends heavily on student satisfaction with the development and completion of the course (Chang & Fisher, 2001; Medina, 2018). Thus, student satisfaction is one of the factors that can be gauged to determine whether Blended Learning has been effective or not (Holland, Kaplan, & Sams, 1995; Kintu & Zhu, 2016; Medina, 2018; Rienties &

Toetenel, 2016; Shantakumari & Sajith, 2015; Waheed, Kaur, & Kumar, 2016). Based on this opinion we can know that blended learning is a learning model that combines traditional aspects (face to face) and the use of technology for distance learning in the learning process.

This activity allows us to meet the meeting requirements set by the college even though we don't have to be always present in class. So the learning process becomes more flexible with blended learning.

Over the last decade, blended learning has been growing in demand and popularity in higher education and has become a widespread teaching phenomenon. It becomes increasingly evident that blended learning can overcome various limitations related to online learning and face-to- face instruction. A meta analysis of more than 1,100 empirical studies published between 1996 and 2008 concluded that blended learning proves to be more effective than either online learning or face-to-face instruction (Alammary, Sheard, & Carbone, 2014; Means, Toyama, Murphy, Bakia, & Jones, 2009). For many researchers, it is almost certain that blended learning will be the new traditional model for course delivery in higher education (Alammary et al., 2014; Norberg, Dziuban, & Moskal, 2011; Ross & Gage, 2006). The question now is not whether to blend or not; it is how to design an effective blend (Alammary et al., 2014).

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21 The literature shows that blended learning courses are designed in many different ways, ranging from adding extra online activities to a traditional face-to-face course, to building the whole blended learning course from scratch. The lack of a single accepted definition for the term blended learning (Alammary et al., 2014; Deperlioglu & Kose, 2013; Graham, 2013; Lee, Fong, & Gordon, 2013; Stacey & Gerbic, 2008) causes teachers to understand blended learning in different ways and then design their courses according to their own understanding of the concept. With a large number of blended learning designs, selecting the most appropriate design approach is becoming a major challenge, especially for teachers who lack the necessary theoretical preparation and experimental experience with blended learning, which is the case of the majority of teachers in higher education (Alammary et al., 2014; Huang & Zhou, 2006).

Although extensive academic research has proposed and discussed a number of blended learning design approaches (Alammary et al., 2014; Boyle, Bradley, Chalk, Jones, & Pickard, 2003; Garrison & Vaughan, 2008; Hoic-Bozic, Mornar, & Boticki, 2008; Huang & Zhou, 2006;

McCarthy, 2010; Newcombe, 2011).

The next challenge is not all Not all skills can be learned via e-learning, nor is it possible to deliver all educational content via remote means. Consequently individuals may feel the need to meet and communicate with each other face-to-face in order to engage in open interactive debate, share their ideas and challenge each other. For this reason, blended learning approaches have emerged, where technology-supported education is combined with more conventional educational schema (Berke & Wiseman, 2003; Wakefield, Carlisle, Hall, & Attree, 2008).

Recently there has been a move towards merging technologies and educational techniques designed to support different forms of teaching to achieve more effective learning. Blended learning is defined as the ‘‘effective integration of various learning techniques, technologies, and delivery modalities to meet specific communication, knowledge sharing, and informational needs’’(Finn & Bucceri, 2004; Wakefield et al., 2008). Similarly, (Whitelock & Jelfs, 2003) argue blended learning should integrate and combine traditional learning methods with e- learning approaches. For this reason, blended learning needs to make use of a variety of media as part of an e-learning environment whilst simultaneously exploiting additional educational avenues such as enquiry-based learning (Kubieck, 2005; Wakefield et al., 2008). Consequently blended learning needs to be structured in such a way as to take account of both the type of learning adopted and the educational approaches selected (Wakefield et al., 2008; Whitelock

& Jelfs, 2003).

One of the problems that occur in education, especially in science subjects is the weakness of the learning process. Students are not encouraged to discover the knowledge themselves but students are required to remember what teachers have given them. As a result students are unable to provide solutions to problems that arise especially if the problem is related to the concept of IPA. For students themselves science lesson is an unpleasant lesson because it is full of formulas and must be memorized, resulting in many students who get low learning results or less to reach the established limit of mastery. Based on the above, then science learning is expected to provide direct experience to understand science scientifically. Learners can achieve the expected learning results by experiencing direct learning. One way to involve students directly in understanding IPA by applying the discovery learning model. Discovery learning model one of the learning models that can answer the educational needs in accordance with the 2013 curriculum is a scientific approach. Discovery learning is the method that when the teacher does not give the final material and student must organize their own material with stimulus given by the teacher. The teacher as guide in the process of learning and the teacher offer the students occasion to be active students (Feriyanti, 2014).

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22 According to Ratu beta in her journal cite form kunsting and friend said if Discovery learning is a learning where students learn to find and find the concept independently (Khabibah, Masykuri, & Maridi, 2017; Kuensting, Kempf, & Wirth, 2013; Rudibyani, 2018). The discovery learning model enables students to play an active role in the learning process by answering and solving problems to find a long-lasting and memorable concept (Maarif, 2016;

Meador, 2005; Rudibyani, 2018). Thus the discovery learning model is expected to be used to train students to think critically (Rudibyani, 2018).

Method

This study was carried out using pre-/post-test design with a control group. This was in order to identify as far as possible a causal relationship between the modes of delivery and learning outcomes, as much of the experimental literature comparing distance e-learning with face-to- face teaching cannot adequately control for dif- ferences such as student motivation at registration and throughout the course (Al-Qahtani & Higgins, 2013; Cornell & Martin, 1997).

The method used in this research is quasi-experimental with non-equivalent pretest-posttest control group design. Class A is an experimental class (using belnded learning trough discovery learning model) and class B is a control class (using lecture learning models). Both classes get a pretest before receiving treatment later by giving a posttest (Rudibyani, 2018).

Population in this research are the students of undergraduate students at Universitas Muhammadiyah Prof.DR.HAMKA. There are two classes and the amount of the students are 60. The class used as the sample A class which consists of 30 students as experiment class and B class which consists of 30 student as control class.

Results and Discussion

From the research of students’ Implementation of Blended Learning using Discovery Learning Method in Calculus I Courses, it has the result of the extended score between Xmax(highest score) = 85 until Xmin (lowest score) = 45 in total sampel of 30 students. The mean (𝑋̅) is 66.10

; variant (s²) is 92.73 and standars deviation (s) is 9.63.

Table 1. Pretest value on calculus I course

Mean X1 .X2 50.7 50.3

Variance 𝑠² 53.13 51.48

Table 2. Postest value on calculus I course

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Mean X1 .X2 66.1 56.9

Variance 𝑠² 92.73 58.59

From the distribution table of students’ blended learning using discovery learning method above can be made histogram and polygon chart of the students’ blended learning in experimental class.

Figure 1 Histogram and Polygon Chart of Students’ blended learning to use discovery learning method in Experiment Class

Figure 2 Histogram and Polygon Chart of Students’ blended learning to use discovery learning method in Control Class

From the picture 1 and 2 above, it can be seen the difference between the experimental class and the control class. The experimental class got better learning outcomes than the control class. the experimental class gets the average value of 66.1 while the control class gets 56.9.

From the research data of frequency distribution table, it is found that the avarage score in experiment class (𝑋̅) = 66.1 and variant (s²) = 92.73

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24 From the computation of experiment and control class by using t test (appendix 3), it is found that tobserved = 1.8. While in significant level of α = 0,05 and df (30+30-2) = 58, found that ttable(1- α;(58)) = 1.67. Because tobserved = 1.8 > ttable(1-α;(58)) = 1.67, it means that research hypothesis (H0) is rejected and (Hi) is accepted. So, it can be stated that there is a significant influence of the Blended Learning to use Discovery Learning Method in Calculus I Course.

Conclusion

Implementation of Blended Learning to use Discovery Learning Method in Calculus I Course still needs to be improved in terms of information system and the selection of teaching methods must be considered so that the learning process with the blended learning model can take place appropriately.

Acknowledgments

The authors would like to thank Lembaga Penelitian Universitas Muhammadiyah Prof. DR.

HAMKA (Lemlit UHAMKA) for giving us support throughout this project.

References