The Challenges of Application of The Hybrid Learning Model in Geography Learning During The Covid-19 Pandemic

Singgih Prihadi,Sugiyanto Sugiyanto,Siswandari Siswandari,Sajidan Sajidan

doi:10.20961/ge.v8i1.52205

Abstract

<p>Since the beginning of 2020, the COVID-19 pandemic has occurred, Indonesia has implemented distance learning. Higher education also conducts learning with a hybrid learning model. The hybrid learning model applied is of the full type, meaning that it is carried out fully online. Geography learning that is carried out online is still trying to equip students to increase spatial citizenship skills. This study seeks to find out how the challenges of implementing the hybrid learning model in geography learning in the geography education study program are FKIP UNS. The method used in this research is descriptive qualitative. The research subjects were second semester students, geography education study program FKIP UNS. The data collection techniques used were interviews, observations and FGD. The result of this research is that geography learning, which is carried out using a hybrid learning model, can effectively achieve mastery of students spatial citizenship skills. The hybrid learning model that is applied must be combined with other platforms such as Zoom Meeting, Moodle, WhatsApp and Open Course Ware.</p>

Highlights

The process of implementing learning in the Geography Education Study Program which was carried out online went smoothly
Research conducted by Hediansah & Surjono shows that there is a positive response from teachers regarding learning management using a hybrid learning model
According to Smaldino, E, S., Lowther, D, L., Mims, C & Russel, J (2015) it is explained that technology is an inseparable part of 21st century education. 21st century education requires an innovation in the use of media and technology in a directed manner so that it can provide an important role for every individual who carries out the learning process

Summary

Introduction

The process of implementing learning in the Geography Education Study Program which was carried out online went smoothly. Anders (2015) once conducted a study whose results were that the hybrid learning model could facilitate student diversity in the context of online learning. The case in the Geography Education Study Program in relation to the technicality of the hybrid learning process can be concluded to be running quite well, but related to the level of understanding of spatial concepts given online, student abilities are still low.

Results

Conclusion