Journal of Curriculum Indonesia

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4 (2) (2021) 51-57

Journal of Curriculum Indonesia

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

Feasibility Analysis of The Application of Bakulikan Blended Learning in Mathematics Lessons

Lulud Prijambodo Ario Nugroho^ LPMP Jawa Tengah, Indonesia

Info Articles

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Keywords:

Hypermedia, Blended Learn- ing, BaKuLiKan

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Abstract

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A feasibility study has been conducted with subject of the application of the BaKuLiKan blended learning model by utilizing hypermedia learning. The main purpose of the study is to determine the usefulness of the model to improve students' thinking skills in mathematics. The mathematics subject was chosen because until now the process of learning mathematics in distance or face-to-face learning is limited. There are still many complaints. The feasibility study involved one partner school, 1 model teacher and 12 students. The location for the feasibility study is a junior high school boarding school in the district of Bawen. The observation method is used for the data collection process. The results of the feasibility study show that 21st century students' skills are improving. The 21st century skills are literacy skills, critical thinking skills, creative skills and HOTS. Apart from 21st century skills, character strengthening is also observed in the learning process. The character of students is strengthened because learning involves social relationships, both when studying independently and learning with teacher guidance. Students can work collaboratively and dynamically when the See and Do learning process occurs.

 Address correspondence:

Jl. Kyai Mojo, Srondol Kulon, Kec. Banyumanik, Kota Semarang, Jawa Tengah 50263

e-ISSN 2549-0338

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Journal of Curriculum Indonesia 4 (2) (2021) INTRODUCTION

COVID-19 pandemic in 2020 causes teachers to be innovative and change the way teachers teach. Changing the way teachers teach is a necessity. Teachers were forced to change the learning process from face-to-face learning to online learning, the Government of Indonesia established and implemented an emergency curriculum. In areas where the majority of the population are well- established families who are able to have abundant quotas, the online learning process (on the internet network) can develop better. As for areas where the majority of the population is middle to lower or poor families, and areas with internet signal difficulties, distance learning with an offline strategy is more developed.

The limited distance or face-to-face learning component that is affected by the Covid 19 pandemic is learning media. Without appropriate learning media, teacher strategies cannot help to improve literacy skills. At present, almost all teachers have understood millennial century technology. In the learning process, the teacher has started to change from face-to-face learning to blended learning. Various blended learning models have developed. These changes affect the development of the use of the internet and hyperlinks. Learning media has turned into virtual learning media, or better known as learning hypermedia.

Changes in teacher teaching strategies, mean it must also be balanced with teacher skills on how to take advantage of hypermedia learning. In addition, skills in choosing hypermedia learning must be improved. The selected hypermedia must match the needs of students. In addition, teachers must also be skilled when using hypermedia. For teachers, hypermedia is like a puppet for a puppet master. In the end, the learning process will be enjoyed by students, such as viewers who enjoy the puppet master who performs puppets.

In order to control the utilization of hypermedia learning maximally, the learning process needs to be packaged optimally. Good learning packaging can maximize the learning activities of students. Of course, appropriate learning activities can maximize "meaning" for students. So, online or face-to-face learning packaging is limited, of course, requires a learning model. There are several blended or electronic learning models available to maximize the learning activities of students.

However, this paper will only discuss the BaKuLiKan blended learning model.

The BaKuLiKan Learning Model is a learning model developed in 2004 by Nugroho. This model is named in accordance with the learning procedures that students go through during the learning process, namely “BAca-disKUsi-meLIhat-melakuKan” (BaKuLiKan). The acronym of BaKuLiKan does not use standard abbreviations to make it easier for students to remember the sequence of the learning process so that the BaKuLiKan model can be easily applied in schools.

The Bakulian model has been shown to be able to improve students' literacy skills. Literacy skills are skills for understanding reading content. However, literacy skills have now developed into six domains, namely literacy in reading and writing, numeracy, science, digital, finance and culture and citizenship. Based on the initial concept, the BaKuLikan Model aims to increase the creativity of students in learning physics, so that in subsequent development, the skills that will be improved are reading literacy skills and scientific literacy skills. Based on several follow-up research on the application of the Bakulian model by peers, it turns out that this learning model is also relevant to be applied to subjects other than science. Based on the results of observations, the Bakulian learning model provides opportunities for students to be able to improve reading skills and creativity.

The main problem in the development of this BaKuLiKan blended learning model is whether this model is also able to provide changes to students when it is applied to mathematics learning.

Mathematics subjects tend to be taught by exercising or drilling students. So far, this subject tends to be a learning model free of learning, because whatever the learning model is, mathematics learning still ends in "drilling" tactics.

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Journal of Curriculum Indonesia 4 (2) (2021)

Objective of the research

This research is a feasibility study which aims to determine whether the use of hypermedia learning in the application of the BaKuLiKan blended learning model can:

a. Improve reading literacy skills, b. Strengthens character;

c. Improve numeracy skills;

d. Improve critical thinking skills of students;

e. Increase the creativity of students;

f. Increase the comfort of students when learning;

g. Make it easy for teachers to process a lesson.

METHODS

This research is a feasibility study. This feasibility study is part of the research on the development of the Blended BaKuLiKan learning model. This section only presents the process of the feasibility test of utilizing hypermedia learning in this model. In this process, the researcher only tries to use hypermedia in Blended BaKuLiKan learning in one school. In this blended learning feasibility study, the focus of observation is on learning mathematics.

The feasibility study was carried out in 2020, at the beginning of August. The method for collecting data was carried out using observation techniques on the learning activities of 12 students and a teacher during the learning process. Learning activities are carried out using the micro teaching method. When the learning process occurs, 12 students are grouped into 3 people per group. The observation time is approximately two weeks so that the comprehensive observation on the Blended BaKuLiKan learning process can be completed. The schools observed were boarding schools in Semarang Regency.

RESULTS AND DISCUSSION

The results of data collection and discussion are presented in this section. The presentation technique includes two parts. The first part presents the results of data collection based on the BaKuLiKan learning process. The second part presents a discussion of the results of data collection.

Results of data collection

The feasibility test for BaKuLiKan blended learning only observes the learning process of mathematics. In general, learning mathematics with realistic material concepts still requires a lot of time to train students to solve various math problems.

The results of the observations are presented in table 1. The data presentation is written clearly, so that it can describe how the learning process is at each stage of the learning model, namely read-discussion-see and do.

Table 1.Observation Results of the mathematics teacher learning process The learning

stage of

the blended strategy

Teacher activity Student activity

(media- hypermedia)

learning

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Preparation The teacher prepares the google classroom material, in pdf and

youtube form, prepared in slides

google classroom

and slides

Baca (read) Learning Independently

teacher provides material to students

to learn independently,

learn the material independently, browse supporting

material independently,

pdf text and video, media obtained by students through

browsing independently Diskusi

(Discuss)

Face-to-face teacher provides exposure through

google slides

Students together with the teacher discussing material based on the results of student self-study

on

google slides

Lihat (Observe)

Learning Independently

teacher provides practical examples of

the application of concepts that have

been discussed by

students observing practical examples in

groups

Youtube

lakukan (Do) Learning Independently

Teacher assists students

students in working on realistic questions

and try to develop problem models

Student assignments are written on paper and collected assessments

of learning outcomes

evaluate the work of students

learning outcomes to do

Table 2. Observation results of skills in accordance with the objectives of the feasibility study

Activities observed Observation Results

Appear Not Yet Appear Literacy growth in the activities of understanding the content of the material

provided in the form of learning hypermedia

12 -

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

12 -

Numeracy literacy skills 7 5

The emergence of the critical thinking skills process during class discussions, 8 4

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marked by questions related to increasing of understanding

Developing creativity during activities 10 2

Students learn comfortably at each learning stage, this is indicated by punctuality to go to the virtual classroom and the collection of assignment

12 -

Teachers can manage online classes well by applying the BaKuLiKan model.

It was showed from their readiness in learning instruments and punctuality in learning

1 -

Discussion

Utilizing learning media in a lesson is an ordinary process and has often been done by teachers. Learning media can provide comfort when used in the learning process if the learning strategies used are appropriate or in accordance with the nature of the media. This shows that each learning media has its own function.

Today, in the millennial century, all activities, goods and even money are stored in the cloud system. Lots of traditional activities are starting to disappear, for example in the learning process, initially learners have to do it face-to-face, now they are gradually moving to the cloud system. All activities can be virtualized. Learning media also gradually moved to the cloud system, and they stored the learning media with certain links addressed. Learning media, too, have now turned into learning hypermedia. Hypermedia forms of learning, of course, are more diverse and dynamic.

Many abstract concepts or events that were previously difficult to explain by the teacher, now almost all of these concepts can be modeled, even made interactive. This really helps students to understand concepts, then they can master, simulate and even model learning outcomes.

Blended learning is a mixed or mixed learning model. The blended learning model was born because of the emergence of various learning environments. The learning environment includes an offline face-to-face learning environment. In addition, teachers also find it difficult to complete the learning resources of students in the classroom, so that the teacher develops the concept of learning in class and learning outside the classroom in one learning flow. This is the beginning of the development of the blended learning model. Along with the growth of information technology, the concept of using the internet as a medium of learning and a means of learning for students has begun to develop. Until recently, many blended learning methods have emerged. Some of the approaches related to the concept of developing a blended learning model to date are inquiry learning approaches, constructivism and constructivism. One of the developments in blended learning is BaKuLiKan. At first, BaKuLiKan had developed a blended concept, but the aim was to develop the creativity of students. The keyword for creativity is the improvement of students' literacy skills. To foster literacy skills, teachers must remove their function from the main learning source and become a companion for students as they learn. The main learning resources move to hypermedia learning that has been prepared by the teacher as well. Teachers must also be happy when students have begun to become skilled at digging up information independently. This is the concept of active student learning or what we usually know as "active learning". BaKuLiKan's blended learning spirit is active learning.

Table 1 shows the mathematics learning activities when using the BaKuLiKan blended learning model. Blended learning activities clearly describe the learning steps. The brief description of table 1 already shows what activities the teacher and students are doing. This table also shows the role of learning hypermedia in this process. The results of the learning design, it turns out, can make it easier for teachers to carry out the blended learning process by applying the BaKuLiKan learning

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model. Figure 1 shows the relationship between the learning process of students using hypermedia.

Meanwhile, the teacher's role in the learning process is as a companion.

Figure 1. BaKuLiKan learning process and its interaction with hypermedia learning as the main learning resource

The learning process is not a compulsion process, but a process of attraction. In order for an active learning process to occur, the selected learning hypermedia must be interesting and presented with appropriate learning strategies. In observing the mathematics learning process, teachers need to deliver material on time, and children need to be accustomed to learning methods. from learning with a presentation of material from the teacher to material in the form of pdf text or instructional videos. This learning process is of course attractive to students, but when they begin to enter into the activities of students solving realistic questions, they seem to have difficulties. Why? because in a realistic mathematical problem, students still have to be trained to work on basic numeracy literacy problems, namely counting. The solution, of course, is that the teacher must prepare the material so that students in their spare time practice independently on these basic numeracy skills.

In general, the objectives of this feasibility study were achieved. Table 2, shows that the 12 students have shown an increase in indicators of literacy skills, strengthening character and comfort while learning virtually. While on other indicators, not all students showed an increase, but the number was already more than 50% of the number of students, namely 7 in numeracy skills, 8 in critical thinking, 10 in creativity. For indicators of increasing HOTS skills, this learning model has not been tested even though the high increase in indicators of critical and creative thinking skills is actually an indicator of high HOTS thinking skills in students.

Table 2 also shows that teachers are also comfortable using this model, but habituation is needed.

CONCLUSION

The results of the feasibility study of the BaKuLiKan blended learning model using hypermedia show that the blended bakulian model is feasible to be applied to learning using the blended strategy. Learning hypermedia is highly recommended to be used when learning learners using this model.

The objectives of the feasibility study have generally been achieved, but the methods and tactics of learning numeracy skills in mathematics still need to be improved. The results of the feasibility study also show the benefits of the blended learning model for teachers, although the skills of teachers to utilize hypermedia are still low. However, teacher skills can still be improved along with the teacher habituation process.

BaKuLiKan Blended Learning Model is only a learning innovation. Of course, a teacher must have a variety of learning models, so that the learning process in the classroom becomes dynamic.

BAca (Read) lakuKAN (Do)

disKUsi (Discuss) LIhat (Observe) hypermedia

learning

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This learning model is very suitable if it is used to carry out the learning process with quite a lot of material, but it has limited time to convey it directly.

Suggestions from the developer so that there will be increased benefits for users of this learning model is to try to develop a worksheet as a control for the use of learning media.

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