hybrid elearning

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Journal of Education and Practice www.iiste.org

ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline

$ol.5% No.22% 2&1'

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The Development of Hybrid E-Learning Media for the Learningof Vocational Competency Basics in Vocational High Schools

gus Efendi% Soetarno Jo)oat*o+o% ,u a**ad )ar% SoetantoPostgraduate Progra* in Education Science/ e 0acult) of /eac er /raining and Education% Se elas ,aret ni ersit)% Sura arta% Indonesia

E-*ail4 agusuns )a oo.co*

bstract/ e o +ecti es of t e researc are4 (1 to produce ) rid-learning *edia for t e $ocational 6o*petenc) asicsin ocational ig sc ools8 (2 to in estigate t e feasi ilit) of t e de eloped ) rid-learning *edia for t e$ocational 6o*petenc) asics in ocational ig sc ools8 and (3 to re eal t e effecti eness of ) rid-learning*edia for t e $ocational 6o*petenc) asics in ocational ig sc ools./ is researc used t e 9esearc and :e elop*ent (9;: *et od. ased on t e *odel of de elop*ent of t e

) rid-learning (ed. / e result of


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create a good Dualit) ) rid e-learning *edia% certain procedures a e to e undergone. / e procedures co erdesign% de elop*ent% *anage*ent% and e aluation on t e learning tec nolog) t at will e applied to. ased ont e findings of t e preli*inar) field researc % t e followings can e re ealed4 1 teac er as not )et createdcreati e% d)na*ic% and autono*ous learning at*osp eres8 2 t e students@ learning autono*) is still low% and t estudents are still dependent on t e *aterial and t e infor*ation passed on ) t e teac er in t e learning acti it)in t e class8 3 t e ) rid e-leaning learning *odel as not een applied ) t e ocational ig sc ool teac ers%despite t e fact t at t e I6/ infrastructure in t e sc ool is Duite adeDuate to support it8 ' teac er as not )etutili>ed t e =earning ,anage*ent S)ste* (=,S in t e learning process8 5 t e a erage score of t e $ocational6o*petenc) asics su +ect is '( ) 75, which is still below the minimal learning completeness criteria for( !riteria !et&ntasan Minimal*!!M ) that has been decreed; 6 e-learning as not een applied as it s ould

e% and t e teac er onl) uses power point (offline % ecause t ere are no supporting and appropriate *edia% )et./ ose facts *entioned a o e eco*e good reasons for t e de elop*ent of ) rid e-learning (


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i*pro e*ents are noted% and t e) get elp to o erco*e t eir pro le*s. (3 0ast8 t e ser ice is supported ) speed8Duic response in addressing t e students@ co*plains and needs% so t at t e learning i*pro e*ent can ee?ecuted as fast as possi le eit er ) t e teac er or ) t e *anage*ent (ation opportunities of t e classroo* wit t etec nologicall) en anced acti e learning possi ilities of t e online en iron*ent% rat er t an a ratio of deli er)*odalitiesK( :>iu an% 6.%


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wor s to i*pro e t e ) rid e-learning entire Dualit) o er t e learning en iron*ent support% and (3 t e c oiceof t e ) rid e-learning software w ic is ased on =,S e-front learning. / e =,S e-front learning software isselected ecause it is er) friendl)% its language is si*ple% and its application suits t e c aracteristics of t e

ocational ig sc ool students. / e product de elop*ent is created especiall) for $ocational 6o*petenc)asics learning t at as not )et een applied in ocational ig sc ools. #t er t an eing o ser ed fro* t e

product itself% t e i*ple*entation of t e product t at will e de eloped will still *aintain t e ad antage of t eface-to-face *eetings in t e learning process. / e co* ination etween face-to-face *eeting and t e ) rid e-learning wit t e ratio of 5&45& is t e *ost effecti e learning strateg). / e ad antage of t e ) rid e-learning(


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ot internal and e?ternal


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using ) rid e-learning learning *odel fulfills t e standard of *ini*u* criteria of co*pleteness 75. / is*eans t at on t e indi idual group and s*all group e?peri*entations t e students a e studied t oroug l) andt e reDuired asic co*petenc) as alread) een reac ed. / us% t e procedure of t e


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t at t e cogniti e learning result on t e e?peri*ental group (


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*edia gi es full enefit to co*plete eac ot er. It especiall) can *a?i*i>e e?tensi e learning for t e students./ e i*portant aspect in t e application of


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acti it) acti el)8 (' gi es teac er - student or student - student feed ac s8 (5 gi es t e students a ilit) to finist e tas Duic l) and correctl)8 B e?plores t e students to e?press opinion% done t roug online8 (7 gi es t estudents a ilit) to co*plete t e tas autono*ousl)8 (! *a es students co*pete wit ot er students8 (H *a est e student de elop i*C erself according to isC er talent and s ill in t e learning process.A7.B / e e t e learning intensification for t e students. / ei*portant aspect in e*plo)ing 9ile)% S*it /err)% Sc reurs Jeanne(2&&H . *learning and constructivism: from theor" toapplication . Interdisciplinar) Journal of E-learning and =earning # +ects ' $ol 5% H1-1&H.


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=ee% Fillia* F. ; #wens% :iana =. (2&&' . Multimedia Based Instructional Design % San0ransisco4 Pfeiffer.,art)n% ,argie. (2&&3 . The 8" rid 9nline Model 4 ood practice. Educause Vuarterl)% 2B(1 % 1!Q23.Peter # idi =ating (2&&B . 8" rid *learning for &ural !econdar" !chools in +ganda .:eparte*en of

/ec noscience Studies Sc ool of /ec noculture.


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