Blended Learning dalam Pengajaran Bahasa Arab: Kolaborasi Antara Guru Tersertifikasi

The use of time in the learning process today is very important, because it can affect the understanding of students' concepts, one of which is in science subjects. This research is motivated by the lack of available learning time which is often insufficient to convey the entire learning material, this affects the understanding of science concepts, so it is not fulfilled. On this basis, researchers try and teach science subjects, especially the material properties of sound by using a blended learning model that can be collaborated between face-to-face learning directly and online. So that in this study the formulation of the problem, namely: 1) How is the application of the blended learning learning model to understanding the science concept in class IV at SDN Sudimampir, 2) How is the effect of the blended learning learning model on understanding the science concept after learning using the blended learning model is implemented. This research was carried out at SDN Sudimampir for the 2021/2022 academic year with a research sample of 12 students. The form of the test used is a description test with a total of 10 questions. This research method uses Pre-Experimental Design with One group pretest-posttest research design. The results showed (1) The test was carried out 2 times, the data was collected through a pretest and then given treatment using a blended learning learning model, then a final test (posttest) was carried out and then analyzed using the normality test, homogeneity test, t-test and N-Gain. (2) The results show that the average pretest carried out is 61.11 and for the posttest average is 80.22. After being treated using a blended learning learning model on understanding science concepts, there is a significant effect that can be seen from the N-Gain result of 0.7277 which is included in the high category, this is also supported by the t test results which show the comparison of pretest and posttest results obtained through test results. t with a significance value of 0.000. Based on the test criteria, if the significance value is < 0.05, then H_0 is rejected and H_1 is accepted because there is an effect of the blended learning model on understanding science concepts which is stated to be better than before using the blended learning model because 0.000 <0.05. Thus, learners using the blended learning model have a significant effect on understanding science concepts at SDN Sudimampir.

This research highlights the challenges in Arabic language learning at Madrasah Tsanawiyah Negeri 3 Palu City, especially the lack of learner involvement and their difficulty in linking learning materials with daily life. To overcome these problems, the implementation of Contextual Teaching and Learning model is expected to build learners' engagement, to connect learning materials with real contexts, and to motivate learners in developing Arabic language skills. This research uses a qualitative method which aims to find out how the implementation of Contextual Teaching and Learning learning model in Arabic language learning and what are the inhibiting and supporting factors for the implementation of Contextual Teaching and Learning learning model in Arabic language learning which focuses on class VIII A at Madrasah Tsanawiyah Negeri 3 Palu City. Data were collected through interviews, observations, and documentation. The results showed that the implementation of the learning model had a positive impact with several supporting factors such as good relationships between teachers and students, high teacher interest in interactive learning, and active participation of students. However, constraints such as the lack of facilities and technology, as well as the disparity of learners' Arabic language ability, also affect the learning process.

Understanding of Sutta Piṭaka is extremely important for master’s degree of Buddhist Education students. The purpose of this study is to explore how the influence of blended learning and digital literacy learning models on the understanding of Sutta Piṭaka for master’s degree of Buddhist Education students. Employing a quantitative approach with ex-post facto research methods, the sample in this study is all master’s degree of Buddhist Education students (S2) year of 2019 with a total of 36 students. The instrument used in this study is a questionnaire with a Linkert scale. The results of the validity and reliability test stated that the instrument was valid and reliable. Hypotheses were tested using regression analysis. The results showed that the blended learning model had a positive and significant effect on understanding the Sutta Piṭaka with an effective contribution of 32.88%. Digital literacy has a positive and significant effect on understanding the Sutta Piṭaka with an effective contribution of 45.51%. The blended learning and digital literacy learning models have a positive effect of 78.4% on the understanding of the Sutta Piṭaka. Based on the result, it can be said that blended learning and digital literacy give a good impact on students to gain sufficient understanding of the Sutta Piṭaka. The research contributes to the growth of science and technology in the education field, particularly maximizing the skill and knowledge using blended learning and digital literacy model on understanding the Sutta Piṭaka.

In the increasingly evolving world of education, the need to create a more flexible and contextual learning system is becoming more urgent. The Merdeka Belajar Curriculum, which provides freedom and independence for students, presents itself as a solution to address these challenges. However, the implementation of the right learning model in the context of Arabic language learning remains an issue that requires further exploration. This study aims to identify the development models of the Merdeka Belajar Curriculum that are suitable for Arabic language learning. The research method used is library research with a qualitative descriptive design, where various literature and academic sources are analyzed to find the most effective model for implementing the Merdeka Belajar Curriculum in the context of Arabic language learning. The results show that the Problem-Based Learning (PBL) model is one of the most suitable models for implementation in Arabic language learning. This model demands that students think critically, creatively, and innovatively in solving problems related to the use of the Arabic language. Furthermore, this approach aligns with the Merdeka Belajar Curriculum concept, which provides students the freedom to explore and develop their understanding according to the needs and context of the learning process. By implementing Problem-Based Learning, it is expected that Arabic language learning will become more interactive, applicable, and foster students' independence in understanding and effectively using the Arabic language.

Background and the Aim of the Study. Online learning is only available in a limited capacity via the WhatsApp group. The WhatsApp group application is used to provide learning material which is often offered in the form of films obtained from YouTube, very brief explanations, and assignments. Therefore, special attention is needed in considering online learning methods so that learning objectives can be achieved. This study aims to determine the effect of blended learning and project-based learning on the cognitive and psychomotor capacities of Padang State University students. Material and Methods. This study uses a quantitative approach. This research was conducted at Padang State University with third-semester students enrolled in the 2022 physical condition course. A total of 80 students in the third semester of the physical condition course in 2022 were used as a sample. Data on learning outcomes and psychomotor learning achievements were obtained using an observation sheet of e-test skills in the form of video conferencing learning. Data analysis techniques in this study were assisted by using the SPSS application. Results. Cognitive learning outcomes of students who are taught with the project-based learning model reach an average of 72.3. This average is greater than the average of students studying the blended learning (BL) model, namely 63.5. Students who were taught using the project-based learning (PjBL) model had an average psychomotor learning result of 81.3 greater than students who were taught with the blended learning model which had an average of 76.3. Conclusions. The results show that blended learning and online learning models with project-based learning have a major impact on cognitive and psychomotor outcomes in learning achievements under physical settings. Testing the model on variables other than physical health can be used for additional study, and it is important to look at other variables that affect students' progress in cognitive and psychomotor learning. Keywords: Blended Learning, Project-Based Learning, Psychomotor Learning

This study aims to determine how to implement the blended learning model in social studies learning for class VIIIA SMPN 1 Air Hitam. Blended learning is learning that is best used when transitioning to a normal state, this learning combines offline learning with online learning. The research method used a qualitative approach and this research was conducted at SMPN 1 Air Hitam. Data collection techniques with interviews, observation and documentation. The sampling technique used purposive sampling aimed at school principals, social studies teachers and SMPN 1 Air Hitam students. Test the validity of the data with technical triangulation and data analysis with interaction analysis whose steps start from data collection, data reduction, data presentation and verification. The results of the research on the implementation of the blended learning learning model have been carried out, starting from lesson planning, implementing learning according to the blended learning syntax, namely searching of information, acquisition of information and synthesizing of knowledge which is carried out both in online and offline learning. Assessment of blended learning includes assessment of attitudes, knowledge and skills. The conclusion of this study is that the implementation of the blended learning model in class VIII A can be seen through the planning activities that the teacher has prepared learning tools, schedules and teaching materials. The implementation activities are in accordance with the blended learning syntax. Judgment activities are carried out offline and online.

This research is motivated by the low ability of teachers in designing online-based learning during the pandemic, and teachers do not yet have the competence to integrate the Blended Learning learning model packaged in the Audacity Application with the subject matter of History at SMA Labschool. This research has an urgency to be carried out, so that through this research will give birth to new innovations in combining the blended learning model with the Audacity application in the history learning process by raising local historical values ​​as a lesson package in high school. This research is oriented towards new breakthroughs in facing the industrial revolution era. In this study, the problems are 1. How to apply the blended learning model using the Audacity Application in History lessons at SMA Labschool and 2. How to improve student learning outcomes by applying the Blended Learning Model using the Audacity Application to History Lessons in Senior High Schools in Central Sulawesi. The purpose of this study is oriented to determine the pattern of application of the blended learning learning model using the Audacity Application in history lessons at Senior High Schools in Central Sulawesi. Thus, Labschool SMA teachers by applying the blended learning model combined with the Audacity Application will facilitate the learning process. This research is a qualitative research which is studied using a blended learning model approach as the basis in the learning process combined with Audacity technology as a medium in delivering history subject matter in high schools throughout Central Sulawesi. The application of the blended learning learning model which in principle will be one of the solutions and breakthroughs to overcome the difficulties of the learning process at SMA Labschool. Thus, this research process will make it easier for teachers to transfer knowledge to students as objects in the learning process at SMA Labschool. This research is also a novelty that was carried out as a breakthrough in the history learning process at SMA Labschool.

Basic Concepts of Science is a course for first-semester students of the elementary school teacher program in which there are concepts of biology, physics, and chemistry concepts. Learning strategies aim to achieve goals by integrating creative problem solving in the basic concepts of science. This study aims to understand blended learning in the Basic Science Concepts course. Through meaningful learning with creative problem solving, it is hoped that students and lecturers will become more interactive in applying the blended learning model. The research method used is descriptive qualitative method. This context study explains the characteristics of blended learning and creative problem-solving models. After conducting interviews and distributing questionnaires, it means that there is interaction in the mixed learning model with creative problem solving techniques to improve learning outcomes of basic science concepts, selecting types of online interactions, and optimizing teaching styles. From the results of the first questionnaire, 92% said they responded positively to the blended learning model. It was concluded that students were enthusiastic and motivated in blended learning in basic science concepts courses to solve creative problems in face-to-face and virtual classes.

The paper examines the problem of blended learning modeling to ensure high-quality vocational training of specialists-to-be of various profiles at higher education institutions of Ukraine. The purpose of the research is to develop a model of blended learning for higher education institutions and to analyze the results of its implementation in the educational process. It was concluded that there are quite a few approaches to the development and practical implementation of blended learning models. In the paper blended learning is considered as a reasonable combination of the traditional educational process in classrooms with distance learning, students' self-study and the use of digital technologies, which takes place according to a certain scheme. The concepts of "blended learning" and "hybrid learning" as well as several existing models of blended learning are analyzed. The generalized model of blended learning at higher education institutions along with its visual representation has been developed. The implementation of this model allows practitioners to combine different types of educational activities in the process of face-to-face and remote classes in exactly the combination that is necessary to achieve the expected results under the conditions of a specific higher education institution. The results of a survey conducted at Bogdan Khmelnitsky Melitopol State Pedagogical University are given. During the survey attention has been paid to the following aspects: how students understand the essence of blended learning as well as the difference between the use of distance learning elements in the face-to-face learning process and the full application of distance and blended learning technologies during quarantine; students' attitude to traditional, blended and distance learning; how students perceive the educational process organized on the basis of the proposed generalized model of blended learning. In addition, it has been found out which digital technologies are used at universities for the organization of blended learning. In general, according to the results of the survey, the expediency of using the developed model has been confirmed and promising directions of scientific research in the field of blended learning have been determined.

This article describes the construction of Islamic Religious Education (PAI) during the Covid-19 pandemic. Restrictions on community activities to break the Covid-19 chain have fundamentally changed the education system in Indonesia. The implementation of learning that was originally carried out face-to-face is now carried out online or virtually. With this change in learning, PAI must adapt to the change itself, so that the purpose of education is to create students who believe and fear God Almighty who have a noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic citizens. and responsibility can be realized. Using the Study Literature Review research method or library research, this article describes the construction of education in the era of the Covid-19 pandemic. The theories and concepts used are learning methods in the Covid-19 era. During the pandemic, learning models and methods in Indonesia generally use Blended Learning and e-Learning. The use of these two learning models is inseparable from the dynamics of government policies related to handling Covid-19. The results of the research found that the learning model that has the potential to be reconstructed in PAI is the blended learning method or model. The blended learning method is used to describe the problems of e-Learning, namely the problem of teachers and the limitations of the internet network. The Blended Learning model is a combination of offline learning methods (face-to-face, etc.) with online learning methods (e-learning).

Problem formulation. The development of information and computer technologies is quite rapid. The realities of today are that higher education institutions must introduce new and effective teaching methods and technologies that will help to improve the quality of education. The large-scale introduction of online technologies, various models of blended learning is relevant, which leads to fundamental changes in approaches to the organization of education in higher education institutions and in each discipline, especially the role of the audience classes and its effectiveness. Materials and methods. To address this aim, the following theoretical research methods were used in combination: analysis of pedagogical literature, systematization and generalization of research - to compare different approaches to the implementation of models of blended learning for students of higher pedagogical education. Results. The analysis of pedagogical literature and the conducted researches allowed to reveal the concept of "blended learning". Based on the existing domestic and foreign works, the existing models of blended learning are considered. The models of blended learning that are expedient to use when studying pedagogical disciplines in the institution of higher pedagogical education are analyzed, in particular "Flipped Model", "Rotation Model", "Lab Rotation Model". The advantages of using blended learning models, inverted learning models - for teachers and students are determined. Conclusions. The problem of implementing blended learning models is quite relevant and is of interest to many both scholars and practitioners. There is a wide range of models of blended learning, skillful application and combination of which makes the learning process interesting, modern and conscious, and the work of students productive, activates the educational and cognitive activities of higher education, motivates, teaches both independent and teamwork and promotes the development of creative abilities, research skills. It should be noted that the models "Flipped Model", "Rotation Model", "Lab Rotation Model" and others are tested in technical educational institutions, as well as in the teaching of exact sciences ("Physics", "Mathematics"), while in pedagogical institutions of higher education, especially in the training of future teachers of humanities, this problem requires more in-depth study and, possibly, modification of existing models. The prospect of further research involves the study, testing and analysis of various models of blended learning for students of higher pedagogical education, including the humanities.

The explanation of the National Education System Law Number 20 concerning the National Education System (2003) states that vocational education is secondary education that prepares students to work in specific fields. This study aims to compile test the feasibility, validity, and effectiveness of the Blended Learning model in Radio and Television System Implementation (PSRT) in the competence of Audio-Video Engineering expertise at Public Vocational High School 3 Semarang. Research and development use the analysis, design, development, implementation, evaluation (ADDIE) model. This research aims to describe in detail the stages of planning, implementation, and effectiveness of the blended learning model. It shows that learning using the flipped classroom blended learning model can improve student outcomes. In general, learning activities have been carried out correctly and optimally. This can be seen from the results of the average implementation of meeting 1 = 83 (good category), meeting 2 = 85 (good category), meeting 3 = 88 (very good category), and meeting 4 = 90 (very good category). The average is 86.5, with a good category if taken based on the results above. An average of 86.5 shows that the implementation of learning with the blended learning flipped classroom model in the PSRT class XI subject of Audio Video Engineering Competence at Public Vocational High School 3 Semarang has been successfully implemented. The assessment of critical aspects of the blended learning model by learning model experts shows that learning planning with the blended learning model is feasible and can be used to implement PSRT learning activities in class XI of audio-video engineering competence because it has met the criteria for implementing blended learning by covering 5 (five) keys to blended learning, namely live events, self-paced learning, collaboration, assessment, and performance support materials. Learning with the blended learning model is declared to be effective and well implemented, as can be seen from the results of increasing student learning outcomes. Learning with the blended learning model has proven to be effective in terms of learning outcomes of the PSRT that uses the blended learning model >75. There is a significant difference in learning outcomes between the group using the blended learning model and the group not using the blended learning model. The process of increasing student activity and motivation becomes better.

The blended learning method emerged as an answer to the weaknesses of face-to-face and online learning. With this, the researchers were moved to discuss the student's interest in learning Arabic using the blended learning method. This research uses qualitative research and descriptive approaches. The methods used in data collection include three things: interviews, questionnaires, and observations. Data sources were obtained from students and Arabic language teachers, and research was conducted in MAN 2 Malang City by being analyzed using data condensation, data presentation, and conclusion. The result is that implementing blended learning can increase students' interest in learning Arabic lessons and find out the supporting and inhibiting factors for the performance of combined learning models in Arabic language learning. This study aims to determine students' interest in learning Arabic using blended learning as a reference for teachers in the future.

This study intended to determine the feasibility of the Contextual Teaching Learning model in Arabic learning at MTsN Batu. This research-based on the stigma that developed in society showed that learning Arabic was considered problematic and complicated. That caused the problems that came from teachers were the lack of professionalism in teaching and the limitations of the components that will affect the Arabic learning process's implementation in terms of learning models. While the problems that arose from students in learning Arabic were the necessary experience, school background, mastery of mufradat (vocabulary), and family environmental factors, which then impact difficulties in understanding reading and not being able to master Arabic in full either in grammar and its communication. This research used quantitative and qualitative method with a descriptive-analytical type. The participants in this study were 32 students at MTsN Batu East Java. Research data collected from the questioner, observation, interviews and documentation. The study's findings showed that the percentage of the feasibility of the Contextual Teaching Learning (CTL) learning model in Arabic learning was 82.44% with mean 140,16. This finding means that the Contextual Teaching Learning (CTL) learning model's implementation at MTsN Batu was in an outstanding category. The components of the Contextual Teaching Learning (CTL) learning model during the learning process have been fulfilled. This study indicated that the Contextual Teaching Learning (CTL) model during the Arabic learning process was suitable only for specific materials.

Due to Covid-19, students are required to study online at home, and currently, in the New Normal Era, student learning at school is allowed to study face-to-face although they must remain careful. Learning in current conditions has changed, and teachers must be able to adapt and develop learning models which could make it less complicated for students to understand the material being taught. Therefore, the present Blended Learning learning model is one model to overcome this problem. The Blended Learning model is a learning process that utilizes various approaches, namely by utilizing various kinds of media and technology offline and online. This study aims to determine the response to the application, problems, and solutions using the Blended Learning model in English subjects, as well as the problems faced by the teacher and how to overcome the application of the model. The sample of this studies is 7 teachers who teach English subjects and have implemented the Blended Learning learning model and 45 students from various majors at SMKN 2 Tuban. This research is a type of qualitative descriptive research with data collection techniques using questionnaires and interviews.