Higher education 4.0: assessment on environmental chemistry course in blended learning design

Abstract

This study was intended to determine the readiness of blended learning implementation and how to do a meaningful assessment on environmental chemistry course in blended learning design. This study was the first step of a design-based research. Questionnaires were distributed to 43 participants who are undergraduate science students in the fourth year above at one of public university in Surakarta. Interviews were also conducted to the 2 lecturers of environmental chemistry course and one lecturer who had applied blended learning. Questionnaires are analyzed quantitatively and used Rasch Model to determine the quality of the instruments. Both questionnaires and interviews were also analyzed qualitatively. The results showed that blended learning is ready to be implemented and urgently needed in higher education because they should prepare the students to ready for work in global market, and the meaningful assessment must related to real-life problems for sustainable learning. The assessment can be done in various ways, including the provision of project tasks, online quiz, and test at the end of the learning. Implication for undergraduate science students are to gain new learning experience, to have more flexible study time with deeply courses, and to get a meaningful task through project task.