Sikap Peserta Diklat PIM Tingkat IV terhadap Model Pembelajaran Blended Learning

Ratnaningsih Hidayati; Nadya Megawati Rachman; Caterin Magdalena Simamora

doi:10.30653/001.202151.144

Ratnaningsih Hidayati Pusat Pendidikan dan Pelatihan Perdagangan Kementerian Perdagangan RI
Nadya Megawati Rachman Pusat Pendidikan dan Pelatihan Perdagangan Kementerian Perdagangan RI
Caterin Magdalena Simamora Pusat Pendidikan dan Pelatihan Perdagangan Kementerian Perdagangan RI

DOI: https://doi.org/10.30653/001.202151.144

Keywords: Attitude, Blended Learning, Gender, Government Officials

Abstract

ATTITUDES OF LEVEL IV PIM TRAINING PARTICIPANTS TOWARDS BLENDED LEARNING LEARNING MODEL.
The development of Information Technology is one of the driving forces behind e-government adoption. Nevertheless, the learning process of Government officials capability creation is already conceivably undertaken electronically. This study aims to discover perceptions of government officials towards mixed learning in year 2018 group of 40 DIKLAT PIM IV training participants. This research takes a quantitative approach using descriptive statistics and Analysis of Variance as analysis tool. The T-test tested the first testing hypotheses. A one-way ANOVA was conducted to test second hypotheses. The outcome indicates a constructive attitude towards blended learning among DIKLAT PIM IV 2018 training participants. Gender-based attitudes about blended learning are substantially different.

References

Abou Naaj, M., Nachouki, M., & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of Information Technology Education: Research, 11(1), 185-200.

Adas, D., & Shmais, W. A. (2011). Students’ perceptions towards blended learning environment using the OCC. Humanities, 25(6), 1681-1710.

Al-Fadhli, S. (2008). Students’ Perceptions of E-learning in Arab Society: Kuwait University as a case study. E-Learning and Digital Media, 5(4), 418-428.

Al Zumor, A. W. Q., Al Refaai, I. K., Eddin, E. A. B., & Al-Rahman, F. H. A. (2013). EFL Students’ Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement. English Language Teaching, 6(10), 95-110.

Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.

Askar, P., Altun, A., & Ilgaz, H. (2008). Learner satisfaction on blended learning. Krakow: E-leader.

Birbal, R., Ramdass, M., & Harripaul, M. C. (2018). Student teachers’ attitudes towards blended learning. Journal of Education and Human Development, 7(2), 9-26.

Bottorff, P. C., & Lowe, S. L. (2007). Student perceptions and opinions toward blended learning in the college environment. Academy of Educational Leadership Journal, 11(2), 13-30.

Cheng, K. (2006). A research study on students’ level of acceptance in applying e-learning for business courses-a case study on a technical college in Taiwan. Journal of American Academy of Business, 8(2), 265-270.

Commission of European Communities. (2001). The E-learning action plan: Designing tomorrow’s education. Commission of the European Communities.

Cuadrado-García, M., Ruiz-Molina, M.-E., & Montoro-Pons, J. D. (2010). Are there gender differences in e-learning use and assessment? Evidence from an interuniversity online project in Europe. Procedia-Social and Behavioral Sciences, 2(2), 367-371.

Hammer, M., & Champy, J. (2009). Reengineering the Corporation: Manifesto for Business Revolution. Washington, DC: Summaries.com.

Hartshorne, R., & Ajjan, H. (2009). Examining student decisions to adopt Web 2.0 technologies: theory and empirical tests. Journal of Computing in Higher Education, 21(3), 183.

Kartha, C. P. (2006). Learning business statistics: Online vs traditional. The Business Review, 5(1), 27-32.

KM Eshreteh, M., & Hisham Siaj, A. (2017). Attitudes of english-major students and teachers towards using blended learning in the english department at Hebron University. International Journal of Research in English Education, 2(4), 51-65.

Koh, E., & Lim, J. (2012). Using online collaboration applications for group assignments: The interplay between design and human characteristics. Computers & Education, 59(2), 481-496.

Koohang, A. (2004). Students’ perceptions toward the use of the digital library in weekly web‐based distance learning assignments portion of a hybrid programme. British Journal of Educational Technology, 35(5), 617-626.

Meyer, K. A. (2003). The web’s impact on student learning. THE Journal, 30(10), 1-9.

Miliszewska, I. (2008). Transnational education programs: Student reflections on a fully-online versus a hybrid model. In International Conference On Hybrid Learning And Education (pp. 79-90).

OECD. (2005). Blended learning in tertiary education. Retrieved form http://www.Oecd.Org/Education/Ceri/35991871.Pdf.

Tao, Y., Yeh, C. R., & Sun, S. (2006). Improving training needs assessment processes via the Internet: system design and qualitative study. Internet Research, 16(4), 427-449.

Wentling, T. L., Waight, C., Gallagher, J., La Fleur, J., Wang, C., & Kanfer, A. (2000). E-learning: a review of literature. Champaign, IL: University of Illinois at Urbana-Champaign.