The Effectiveness of HELM Blended Learning Program (Webinar)

By Dr. Adie E. Yusuf, M.A. HELM USAID Team & UGM-MMPT


One additional concept for a Special Initiative of Higher Education Leadership and Management (HELM USAID Project) that was introduced  is the Blended Learning training model. University of Gajah Mada (UGM-MMPT) introduced a model for doing blended learning that they have been using out of their headquarters in Yogyakarta successfully and which links its medical school to medical schools around the country. The webinar-based approach combines video, audio, text and real time connections in the form of training modules. The modules would include assignments for the participants and real-time sessions that participants would link into over the internet from their own institution.  The idea first emerged at the Leadership and Management Cluster training and was proposed as a follow up strategy to provide mentoring on the action plans that the participants were to produce. The concept was then expanded to be an adequate and realistic way to provide significantly more follow up to face-to-face training in all core areas.

Number of participants

Number of participants of blended learning through webinar activities that are able to participate by the program of GAL (General Administration and Leadership) , FM (Financial Management), CES (Collaboration with External Stakeholders), and QA (Quality Assurance).

GAL (64 participants)

  Webinar I


Webinar II


Webinar III


Session 1(WIT/WITA) 30 participants 18 participants 23 participants
Session 2 (WIB) 32 participants 23 participants 26 participants
Total 62 participants 41 participants 49 participants
Percentage 97% 64% 77%

FM (77 participants)

  Webinar I


Webinar II


Webinar III


Session 1(WIT/WITA) 32 participants 21 participants 25 participants
Session 2 (WIB) 29 participants 27 participants 24 participants
Total 61 participants 48 participants 49 participants
Percentage 79% 62% 64%

CES (51 participants)

  Webinar I


Webinar II


Webinar III


Session (WIB/WIT/WITA) 28participants 23participants 16participants
Total 28participants 23participants 16participants
Percentage 55% 45% 31%

 QA (75 participants)

  Webinar I


Webinar II


Webinar III


Session 1(WIT/WITA) 43 participants 38 participants 27 participants
Session 2 (WIB) 23 participants 51 participants 40 participants
Total 66 participants 89 participants 67 participants
Percentage 88% 119% 89%

There are many reason why number of participants during Webinar activities were fluctuates. Some of participants who joint the Webinar were not the real participants. They only joint the Webinar and not registered formally. UGM frequently received participants even the Webinar had begun. This uncontrolled participants usually never active in interactive talks but registered as Webinar participants. This caused to exceeded number of participants. On the other sides, there were participants when contacted by UGM stating that they were not really committed to follow the training.

Therefore, for next collaboration it should be a fix number of participants and committed to follow all training activities.

Feedback on the effectiveness of the blended learning approach, based on indicators:

Technology of blended learning approach Webinar activities conducted by  UGM-HELM team are adoption from best practices of Webinar activities pioneered by Faculty of Medicine, UGM. This Webinar tool can be adopted in any places that have good internet connections.

During Webinar session of all Modules (GAL, FM, CES, and QA), the interactions between facilitators from UGM-HELM and participants were running well. The pictures and sounds were clear enough. However, some of participants from East area sometimes were struggling to face bad connections and unclear voice. These obstacles usually anticipated by turning off the video and participants were requested to follow Webinar through audio (voice only) and chat.

Generally speaking, all participants could enjoy the Webinars and joint interactive conversations. To support this interactions, UGM has uploaded all course materialson the Web and available to down load. Since some of the participants could not down load perfectly (for technical reasons), UGM initiated to send all materials to participants via e-mail a week before Webinar activities begin.

As a suggestion, since the programs are quite interesting and could bedeveloped into more perfect formulations, there should be good internet connections and representative rooms (lighting, sound system, camera, and other technical supports). Besides, it also needs good human resources that have high commitments on building and contributing to new method of teaching that is the combination between face to face interaction and online communications (Blended Learning).

Content of the course

Regarding to content of the course, all participants can access and understand the content. However, each module has particular cases:

GAL course

The main purpose of GAL is to support the implementation of supportive leaders. However, the participants consist of particular positions which range from administrative to dean level. Those who are on administrative positions, seem to have serious problem on implementing the materials on supportive leaders. But, as a process of knowledge transfer, they appreciated the content and very enthusiastic on enjoying the discussions and talks. Meanwhile, the deans and another faculty leaders seem to have enjoy conversation and talk and always tray to deliver their best practices on how to be a bureaucratic leader on one side and how to be a scientific leader on the other side. From 62 participants, in each Webinar activity there were10-17 of active participants and responded the content of the course.

FM course

This course is one of the most appreciated training. The participants are very interactive on delivering opinions on how to improve their financial management to be more transparent and supported by technology. Participants of FM were representatives from their institution that consist of private and public institutions that is to say that they have specific cases regarding to financial management. Conversations on the topic were recorded very well on Notulensi(see previous FM full report). During Webinar sessions, there were 13 participants for Webinar Session 1 (Sub Module I), and 15 participants for Webinar Session 2. This was very active and interactive talks between participants and facilitators both from HELM and UGM. However the participants for Webinar Sub Module II were decreasing, for Session 1 there were only 5 people and for Session 2 there were 15 people. The reason for this that participants from East Indonesia had another activity and committed to see the record of Webinar talks on the Web. Meanwhile, during Webinar Sub Module III there were 8 people for Session 1, and there were 10 people for Session 2.

Although there were decreasing number of participants during Webinar activities (from Sub Module 1-3) but the quality of talks and discussions were valuable.

CES course

Number of participants were 28, but only 7-8 participants that were active on responding questions, delivering opinions, and answering questions on materials. The materials actually were very interesting and useful but most of participants were very new on having position on external collaboration post (within their institutions). Furthermore, there were participants stating that they had just new office for external collaboration and still on the search how to formulate networking and collaborations whether with external or internal steak-holders.

The level of understanding could be seen on how the participants tried to mention their specific or local uniqueness as a basis for scaling up their collaborative works.

QA course

This was another most favorite training. The participants on high need to follow the course and very curious on how to improve their quality assurance both in faculty or university (institutional) level. The participants usually already have quality assurance documents to consult to facilitators to be responded.  They specifically mentioned their own problem on how to overcome it. Even more, some participants send e-mail directly to the facilitators consulting the documents (borangakreditasi). During the Webinar sessions, each session only could accommodate around 8-10 participants. Limited time and long talks/conversations from facilitators limit the participants to ask questions. However, the participants can propose questions via email after the Webinar ended.

For Webinar Sub Module I, there were 12; Webinar Sub Module II there were 2 responses, and Webinar Sub Module III there were 4 responses. All responses received via email.

Conducting training for four are cores of GAL, FM, CES, and QA based on Blended Learning is new method of transferring knowledge. Its significant lies on how to transfer knowledge without wasting high cost and on flexible time. To follow the training, the participants only need to spare 3 hours a week to read the materials and send the responds via email. Therefore, the key success of the program is high commitment of participants to follow the program and manage their time. Besides, this new program also can inspire participants to adapt this new method as the combination between face to face and online teaching. The future of teaching method in Indonesia should develop this method in order to involve participants all around Indonesia.

Resource person

Materials that were delivered by facilitators were the result of the agreement between UGM and HELM facilitators. Therefore, the material compositions based on participant needs. Besides, the facilitators (especially from UGM) were the expert and have strategic positions. In addition, resource people from HELM also should provide course materials. This is based on our contract that 30% materials should be from HELM facilitators.

Quality of the course

We rate quality of the course with 5 point scale. The training (based on Blended Learning) is quit new but it is successful anyway. From the beginning it tries to find the appropriate formula, from merely chatting between the two (participants and facilitators) into more interactive discussions.

Participant’s Competencies and Results

We have already evaluated each participants per Modules (GAL, FM, CES and QA). Here are the description for competencies of each participants. This evaluation based on their interactive talks during Webinar sessions and assignments that had been sent via email to UGM or presented during Webinar. The category of competencies are very good, good, fair, and poor.

GAL (64 participants)

Number of Participants Category Competency
2 people very good 90%
8 people good 80%
20 people fair 70%
34 people poor 60%

FM (77 participants)

Number of Participants Category Competency
8 people good 80%
22 people fair 70%
47 people poor 60%

CES (51 participants)

 Number of Participants Category Competency
2 people good 80%
10 people fair 70%
39 people poor 60%

QA (75 participants)

 Number of Participants Category Competency
2 people very good 90%
16 people good 80%
15 people fair 70%
42 people poor 60%


  1. Very good: those who sent assignments completely from Module I to Closing and were active during Webinars.
  2. Good: those who sent at least two assignments and were active during Webinars.
  3. Fair: those who were active during Webinars but did not sent any assignments.
  4. Poor: those who were absent more than 2 times and not active during Webinars

Conclusion and Recommendations

  1. Participants should pay something for a course. For workshops like the ones that HELM will support, HELM will cover the costs (this is a “willingness to pay” strategy designed to increase the status of the course)
  2. The Blending Learning approach should both introduce content and develop a professional society such as a network or association of “higher education professionals”. The connection through the technology and society will increase the overall quality of the participating individuals and institutions.
  1. The Blended Learning approach should provide regular and credentialed courses so that there is substance, assigned work, and real learning.
  2. A technology assessment should be conducted at institutions in areaswith poor infrastructure to determine what is needed to make this work. The approach will have varying success dependent upon the environment; however, UGM has demonstrated that even in Papua can connect to learn valuable medical information through this approach. The possibility is there.


  • HELM, Quarterly Progress Report, HELM USAID April 1 – June 30 2015
  • MMPT UGM, Blended Learning Report, UGM HELM USAID Course, October 2015

11 Responses to “The Effectiveness of HELM Blended Learning Program (Webinar)”

  1. 1 ZAENAL ABIDIN UNPAK (AP.2.2) July 26, 2016 at 2:18 am

    AP.2.2 (UNPAK)

    Blended learning merupakan strategi pembelajaran yang menggabungkan pembelajaran tradisional (tatap muka) dan pembelajaran jarak jauh. Guru dapat menggunakan berbagai sumber belajar online sebagai alat komunikasi antara guru dan siswa. Kurtus (2004) mengatakan bahwa “blended learning is a mixture of the various learning strategies and delivery methods that will optimize the learning experience of the user”. Jadi blended learning merupakan campuran antara pengajaran tradisional dengan modern yang berbasis on line dengan menggunakan berbagai strategi pembelajaran modern dan media komunikasi guna mengoptimaolkan pengamalan belajar siswanya. Colis dan Moonen (2001)menambahkan bahwa “Blended learning is a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. Blended learning is thus a flexible approach to course design that supports the blending of different times and places for learning, offering some of the conveniences of fully online courses without the complete loss of face-to-face contact”.

    Sebagai pengajaran modern, blended learning mempunyai banyak kelebihan seperti:
    1. Target pencapaian materi-materi ajar dapat dicapai sesaui dengan target yang ditetapkan
    2. Pembelajaran menjadi luwes dan tidak kaku
    3. Peserta didik memiliki keleluasan untuk mempelajari materi atau bahan ajar secara mandiri dengan memanfaatkan bahan ajar yang tersimpan secara online.
    4. Penyampaian pembelajaran dapat dilaksanakan kapan saja dan dimana saja dengan memanfaatkan sistem jaringan internet.
    5. Kegiatan diskusi berlangsung secara online/offline dan berlangsung diluar jam pelajaran, kegiatan diskusi berlangsung baik antara peserta didik dengan guru maupun antara antar peserta didik itu sendiri.
    6. Pengajar dapat mengelola dan mengontrol pembelajaran yang dilakukan siswa diluar jam pelajaran peserta didik.
    7. Pengajar dapat meminta kepada peserta didik untuk mengkaji materi pelajaran sebelum pembelajaran tatap muka berlangsung dengan menyiapkan tugas-tugas pendukung.

    Namun, dari banyaknya kelebihan tersebut, untuk Indonesia, masih dijumpai banyak sekali kendala. Dalam kegiatan pelatihan berbasis Blended Learning yang diadakan oleh kerjasama antara (HELM USAID Project) dan (UGM-MMPT) didapati kenyatan bahwa:
    1. Munculnya kendala teknis berupa koneksi internet yang buruk. Hal ini biasanya dialami oleh mahasiswa dari daerah Timur.
    2. Jumlah peserta kegiatan berfluktuasi, akhirnya panitia melayani pendaftar yang sudah terlambat. Dari jumlah yang mendaftar pun banyak peserta yang tidak aktif selama kegiatan, bahkan mereka tidak benar-benar berkomitmen untuk mengikuti pelatihan.
    3. Melakukan pelatihan berbasis blended learning untuk empat yang core dari GAL, FM, CES, dan QA adalah metode baru mentransfer pengetahuan.. Namun peserta belum memanfaatkannya dengan baik. Berdasarkan data, dapat dilihat bahwa:
    a. Dari 62 peserta GAL di setiap kegiatan Webinar hanya 2 orang yang sangat baik 90%, 8 orang baik 80%, 20 orang yang adil 70%, 34 orang miskin 60%.
    b. Dari 77 peserta FM hanya 8 orang baik 80%, 22 orang yang adil 70%, 47 orang miskin 60%.
    c. Dari 51 peserta CES, 2 orang yang baik 80%, 10 orang yang adil 70%, 39 orang miskin 60%.
    d. Dari 75 peserta QA hanya 2 orang yang sangat baik 90%, 16 orang yang baik 80%, 15 orang yang adil 70%, 42 orang miskin 60%.

    Berdasarkan data lapangan tersebut dapat disimpulkan bahwa blended Learning belum berjalan maksimal. Hal ini sejalan dengan kesimpulan di beberapa literatur mengenai kelemahan dari blended learning, seperti:
    1. Media yang dibutuhkan sangat beragam, sehingga sulit diterapkan apabila sarana dan prasarana tidak mendukung.
    2. Tidak meratanya fasilitas yang dimiliki peserrta, seperti komputer dan akses internet. Padahal dalam blended learning diperlukan akses internet yang memadai, apabila jaringan kurang memadai akan menyulitkan peserta dalam mengikuti pembelajaran mandiri via online.
    3. Kurangnya pengetahuan masyarakat terhadap penggunaan teknologi.
    4. Tidak meratanya fasilitas yang dimiliki pelajar, seperti komputer dan akses internet

    Menurut Jared M. Carmen ada lima kunci untuk merancang dan mengembangkan blended learning secara efektif, yaitu:
    1. Live Event
    Directly or face to face learning (instructor-led instruction) is sinkronous the same time and place (classroom) or the same time but different places (such as virtual classroom). Even this direct learning patterns need to be designed so as to achieve the goals as needed.
    2. Self-Paced Learning
    Combines conventional learning with self-learning (self-paced learning) that allows participants to learn to learn anytime, anywhere using a variety of content (learning materials) designed specifically for independent learning both text-based and multimedia-based (video, animation , simulation, image, audio, or a combination of all of them). The learning materials, in the current context can be submitted online (via web or via mobile devices in the form of: streaming audio, streaming video, e-books, etc.) and offline (on CD, print, etc.).
    3. Collaboration
    Combines collaboration, both teacher collaboration, and collaboration among the participants learn that both of them could cross the school / college. Thus, designers blended learning must draw on forms of collaboration, better collaboration among participants learn or collaboration between participants learning and teaching through communication tools that allow such chatrooms, discussion forums, email, website / web blog, mobile phone. Of course, collaboration is directed to the construction of knowledge and skills through a process of social or social interaction with others, could for the deepening of the material, problem solving, project-based learning, etc.
    4. Assessment
    Of course, in the process of learning do not forget how to measure the success of learning (technical assessment). In blended learning, the designer should be able to draw on a combination of both types of the assessment test and non-test, or tests that are more authentic (authentic assessment / portfolio) in the form of projects, products etc. Besides that, it is also necessary to consider the forms of the assessment the assessment online and offline. Thus providing convenience and flexibility to follow the study participants or the conduct the assessment.
    5. Performance Support Materials
    This section is also not to be forgotten. If we wanted to combine face to face learning in the classroom and virtual face-to-face, make sure the resources to support it is ready or not, exists or not. Learning materials prepared in digital form, whether learning materials can be accessed by the participants learn both offline (CD, MP3, DVD, etc.) and online (via the official website only). Or, if online learning is assisted with a Learning / Content Management System (LCMS), also make sure that the application of this system has been installed properly, easily accessible, and so forth.

  2. 2 Raden Teti Aisahrapati July 31, 2016 at 5:51 am

    Raden Teti Aisahraspati
    Kelas AP.2.2

    Blended learning is a method that has proven to be not only effective in terms of learning outcomes, but ranks high on ratings of satisfaction with students and instructors (Dzuiban, Hartman & Moskal, 2004).

    Blended learning, also referred to as hybrid learning is a combination of learning modalities involving face-to-face instruction and Web-based learning delivery, and is carefully designed using a customized instructional strategy that leverages the strengths of each. When implemented effectively, a blended learning program can make better use of instructional resources and facilities, and increase class availability thus speeding up the pathway to graduation for students (Dzuiban et al, 2004).

    Blended learning, also referred to as hybrid learning is a combination of learning modalities involving face-to-face instruction and Web-based learning delivery, and is carefully designed using a customized instructional strategy that leverages the strengths of each. When implemented effectively, a blended learning program can make better use of instructional resources and facilities, and increase class availability thus speeding up the pathway to graduation for students (Dzuiban et al, 2004).

    Implementing a blended learning initiative is a significant undertaking, more so than beginning an online initiative. Institutions that have implemented successful blended programs are explicit about the implications and the work and collaboration required among departments, administration and faculty.

    A blended program can be the best of both worlds, and though a significant undertaking, once implemented successfully, such a program has significant benefits for the institution and students.
    Blended learning programs truly are the best of both worlds for students, instructors and the institution.

  3. 3 nanda hidayati (Mahasiswi UNPAK semester 2 kelas AP 2.2 pascasarjana administrasi pendidikan August 1, 2016 at 4:36 am

    NANDA HIDAYATI / NPM: 072115073

    Assalamualaikum Warohmatullahi Wabarokatuh
    Dear Mr. Dr. H.Adie E Yusuf MA.
    Lecturer Postgraduate UNPAK HELM USAID Team and UGM-MMPT, Instructional Designer and Tim HELM 2015, and Quality Management Representative SEAMOLEC

    Outstanding The Effectiveness of HELM Blended Learning Program (Webinar) a very new blog Published July 14, 2016. I’m very proud of Mr Dr H.Adie E Yusuf MA. A professor who is very diligent to write blog, browse the blog of Mr. Dr. H.Adie E Yusuf MA it was very nice. From the blog blended learning program for helmet usaid project, the effectiveness of helmets blended learning courses (webinars) and the use of ICT in education: policy and standardize the quality of a lot of knowledge that I get when reading your blog.

    An incredible honor when commenting on your blog. A professor who is very remarkable and inspiring.
    I always pray for Mr. Dr. H.Adie E Yusuf MA. We wish you health and convenience are always given in the line of duty as well as the knowledge that Mr. Dr. H.Adie E Yusuf MA convey can be beneficial for education in Indonesia. Amin

    Outstanding one additional concept for High Special Initiatives Leadership and Education Management (HELM USAID Project) is introduced Blended Learning training model. Gajah Mada University (UGM-MMPT) introduce a blended learning model to do that they have to use out of their headquarters in Yogyakarta managed and linking a medical school for medical schools across the country. Webinar-based approach combines video, audio, text and real time connections in the form of training modules.

    In the blog Dear Dr. H.Adie E Yusuf MA. No response about the effectiveness of blended learning approach During the Webinar sessions all Modules (GAL, FM, CES, and QA), the interaction between the facilitators of the UGM-HELM and participants went well. The images and sounds are quite clear. However, some participants of the Eastern region sometimes struggles with a bad connection and the voice is unclear. Such constraints usually anticipated by turning off the video and participants are asked to follow the Webinar via audio (voice only) and chatting.

    Very nice, the key to the success of this program is the commitment of the participants to follow the program and manage their time. In addition, the new program also inspires us to adapt to this new method as a combination of face-to-face and online teaching. The future of teaching methods in Indonesia must develop these methods in order to involve participants throughout Indonesia.

    There is unique in delivering Competence of participants and the results that I read in the blog is by category competence categories were excellent, good, fair, and poor.
    Where :
     Very good: people who send tasks entirely from the first module to the closing and active during the Webinar.
     Good: people who send at least two active duty and during the Webinar
     Fair: they are active during the webinar but did not send any task.
     Poor: they are absent for more than 2 times and has been inactive for Webinar

    Outstanding Mr Dr H.Adie E Yusuf MA.
    Lecturer Postgraduate UNPAK HELM USAID Team and UGM-MMPT, Instructional Designer and Tim HELM 2015, and Quality Management Representative SEAMOLEC

    The information that is extremely helpful and very nice

    Thanks Dr. Adie E. Yusuf , MA.
    Success always …… !!!! Superb and very proud father of this one lecturer Dr.H Adie E. Yusuf, MA

    • 4 syarif Muzanni, s2 UNPAK, AP 2.2, 072115086 August 4, 2016 at 7:54 am

      Tugas Individu

      Diajukan Dalam Rangka Tugas Individu
      Mata Kuliah Sistem Informasi Manajeman Pendidikan
      Program Pascasarjana Universitas Pakuan (UNPAK)

      DR. H. Adi E. Yusuf. M.A

      Disusun oleh,
      Syarif Muzanni (072115086) AP 2.2

      Review mengenai Efektivitas Program Pembelajaran Blended HELM ( Webinar )
      Diajukan sebagai tugas Individu Sistem Informasi Manajemen Pendidikan

      Blanded Learning merupakan salah satu konsep tambahan sebagai inisiatif khusus dalam manajemen pendidikan yang menghubungkan sekolah sekolah, salah satunya adalah sekolah medis yang ada di Yogyakarta (UGM) kepada sekolah medis yang ada diseluruh indonesia dimana dalam pendekatanya menggabungkan teknologi audio, video, koneksi real time yang keseluruhannya berbasis kepada jaringan internet dari lembaga itu sendiri, strtegi tersebut dilakukan sebagai bentuk pelatihan yang realistis dan memadai secara baik sebagai bentuk mentoring kepemimpinan disemua bidang.
      Dalam pelatihan jaringan tersebut belum banyak peminat yang tidak tertarik akan program tersebut, meskipun ada yang tertarik, mereka bukanlah peserta yang resmi , tetapi hanya peserta yang berminat hanya sebagai tambahan ilmu, hal ini menjadi suatu tantangan bagi program tersebut untuk dapat diminati oleh kalangan akademisi dan masyarakat pada umumnya.
      Teknologi yang dipelopori oleh Kedokteran UGM ini harus benar-benar didukung oleh jaringan internet yang baik sebagai bentuk bentuk praktek yang baik, terkadang hal ini menjadi kendala dalam mensukseskan program ini, terutama di daerah timur yang masih memiliki jaringan internet yang tidak cukup baik, secara umum dalam melakukan sosialisasi, UGM selalu mempromosikan program tersebut, dan secara perlahan peserta mulai tertarik akan program ini, pada saat peserta membutuhkan program ini, UGM berusaha mengirimkan program ini melalui E mail agar peserta benar benar tertarik serta dapat mengaplikasikan program tersebut.
      Saat program ini terasa sebagai resep yang baik dan dapat dinikmati oleh peserta, harus memiliki ruangan yang mendukung seperti jaringan internet yang sangat baik, penerangan, kamera, dan fasilitas lain yang mendukung, disamping itu, harus didukung oleh teknisi dan SDM yang baik dalam sistem pengajaran untuk disampaikan kepada peserta yang didukung dalam pertemuan secara langsung serta masing masing peserta dapat melihat lawan bicara yang disaksikan oleh monitor sebagai bahan komunikasi secara online.
      Pelatihan jaringan sistem Blanded Learning secara perlahan mulai didukung oleh pimpinan Fakultas, diharapkan program ini menjadi gagasan menarik untuk terselenggaranya program kelas jarak jauh dalam meningkatkan kualitas keilmuan yang dapat di berikan keseluruh indonesia, tentu saja dengan didukung oleh fasilitas yang baik, tentu saja pelatihan ini sangat diacungi jempol, peserta sangat intreraktif dalam memberikan pendapat dan salah satu pendapat yang diharapkan adalah dapat meningkatkan sistem keuangan yang transparan yang didukung oleh teknologi ini.
      Dengan adanya sistem Efektivitas Program Pembelajaran Blended HELM ( Webinar ), diharapkan program ini menjadi salah satu sumbangan yang sangat berharga untuk terselenggaranya teknologi berbasis IT yang mempu meningkatkan sarana pembelajaran, meskipun secara perlahan sudah mendapat dukungan yang baik, tetapi dengan pelayanan dan pengaplikasian yang selalu disempurnakan, maka program ini akan menjadi pilihan bagi masyarakat yang mengharapkan teknologi Blanded Learning sebagai kemudahan dalam berinteraksi jarak jauh.

  4. 5 hadi prahoro September 6, 2016 at 12:23 am

    Dear pak Adie,
    Thank you for introducing the concept of Blended Learning, since this is something new for us. We know the face to face learning system as a conventional one, then with the vast development of information of technology comes the distant learning and e-learning systems, that enable learning to be less face to face. It seems that each with its own strengths and weaknesses, with the face to face system requires both students and teachers to be at one place at the same time. Meanwhile, e-learning has eliminated the boundaries of space and time, yet both e-learning and distant learning require students to have commitment in terms of time and effort, where proven to be 70% a failure do to the absence of commitment or self-discipline. Blended learning has come with a concept that combines the two above, overcoming the weaknesses in both approaches yet optimize the strengths of both face to face and e-learning.

    The definition of Blended Learning according to Rossett, Douglis, & Frazee, 2003 is: “ A planned combination of approaches, such as coaching by a supervisor, participation in an online class; breakfast with colleagues; competency descriptions; reading on the beach; reference to a manual; collegial relationships; and participation in seminar”.

    The Program of UGM USAID HELM Blended Learning Webinar that was held in 2015 you shared in the blog, shows how the Blended Learning can be done effectively, it is an answer to the effort for education equality in Indonesia, which areas are geographically separated and that there is a huge gap in terms of both infrastructure and ICT literate (information communication Technology) of the people.

    I also watched the video recording of how Webinar is held on youtube, one of which is the first session of Webinar closing Quality Assurance held in the teleconference room of Graduate School of Universitas Gajah Mada on Thursday, 26 March 2015, as well as the testimony video of the participants of the UGM USAID HELM Blended Learning Webinar, who are lecturers/deans/rectors of the universities that took part in Webinar, they can feel the usefulness and thanked the USAID HELM for the well-held of the Blended Learning Webinar.

    Yet, if we see the Participant’s Competencies and Results, which table I include as follows:

    Very good 2 0 0 2 4 3% 0% 0% 3% 1%
    Good 8 8 2 16 34 13% 10% 4% 21% 13%
    Fair 20 22 10 15 67 31% 29% 20% 20% 25%
    Poor 34 47 39 42 162 53% 61% 76% 56% 61%
    Total 64 77 51 75 267 1 1 1 1 100%

    we can see that the competence achieved by the participants in all program is still low, with the combined competence as good and very good, the overall is under 15%, and more than 85% of combined Fair and Poor with Poor is still above 60%.
    Course Quality Assurance (QA) has the highest competence for Very good and good which is 24%, while course Collaboration with External Stakeholders, with smaller number of participants which is 51 people, only 2 (4%) achieve good competence, with 96% as fair and poor.
    We can conclude, that even though the UGM USAID HELM Blended Learning Webinar program has been well-held and reached out to even the universities in Papua, the participants’ achievement of competence is still way below expected. Therefore, the statement of Bapak Sujarwa in the session 1 of Webinar closing Quality Assurance that summarizes the 4 requirements for quality culture, which are: (1) commitment; (2) paradigm shift; (3) mental attitude; and (4) organizational, seems to fit the requirement to achieve satisfactory (good and very good). One word for the success of Blended Learning is COMMITMENT. Thank you.

    Your’s sincerely,

    Hadi Prahoro
    NPM 073115012
    S3 – A7 – Unpak

  5. 6 Performance Tech Adie September 6, 2016 at 9:24 am

    Yes Pak Hadi, the COMMITMENT and self motivation is a sine qua non for effective blended learning

  6. 7 Juliana Widyastuti September 14, 2016 at 2:45 am

    Nama : Juliana widyastuti wahyuningsih
    Npm : 073115015
    Kelas : A7-S3-Unpak

    The concept of management initiatives pemdidikan and leadership at the University of Bogor Pakuan should start expanding in an era of all-round modern advanced technology . It is time for the learning program bended Helm Webinar implemented. I believe science in leadership and education to introduce and develop the professional community , to improve and to learn from other countries so that generation of Indonesia would be wider horizons.
    Learning webinar beneficial for learners , particularly time and cost . Where is the knowledge gained from the Internet can be made modules. Expected from the University Pakuan Bogor should be able to apply the rules of discipline and sanctions .
    Students should be active participants and the presentation should not be missed . This concept will be sufficient and realistic to be face to face learning. See blended learning via Webinar participants GAL with the leadership program at UGM quite nice and interesting to contribute to a new method of teaching which is a combination of face to face interaction and online communication . Pakuan Univrsity , can not be my hope in the future could hold training training to support the implementation of administrative learning . Leadership so that the material – the material obtained from the internet can be discussed together , especially when there are problems. There is no harm in trying to open a program Blended Learning approach. In addition, to determine the level of understanding of how students acquire certain uniqueness of the Internet as a basis to address and improve the quality of learning , in order to become the leader of bureaucratic wise and become scientific leaders .

    Thank You
    Yours Fully Respect

    Y.Widyastuti, SKM, M.Kes

  7. 8 Tunas Harapan Bangsa September 27, 2016 at 9:02 am

    Amenda Paswida Sebayang
    Kelas A 7 UnpakS3

    Blended learning adalah merupakan Pengembangan strategi Pembelajaran Yang menggabungkan Pembelajaran tradisional (tatap muka) Dan Pembelajaran Jarak Jauh.

    Jadi merupakan Campuran antara pembelajaran tradisional dengan modern yang Yang Berbasis on line dengan menggunakan Pengembangan strategi Pembelajaran Media komunikasi yang modern guna mengoptimalkan belajar siswanya.

    Colis Dan Moonen (2001) mengatakan bahwa “Blended learning adalah hibrida dari tatap muka tradisional dan pembelajaran online sehingga instruksi yang terjadi baik di dalam kelas dan online, dan di mana komponen online menjadi perpanjangan alami dari pembelajaran di kelas tradisional. blended learning adalah suatu pendekatan yang fleksibel untuk mendukung pembelajaran dari berbagai waktu dan tempat untuk belajar, menawarkan beberapa kemudahan program pembelajaran di kelas, melaksanakan pembelajaran online tidak menghilangkan kontak tatap muka “.

    Blended learning banyak keuntungannya, seperti ; Pencapaian sasaran materi-materi ajar bisa dicapai sesuai dengan target yang ditetapkan ; Pembelajaran menjadi luwes dan tidak kaku ; Peserta didik memiliki keleluasan untuk mengulangi mempelajari materi atau Bahan ajar dengan memanfaatkan bahan ajar yang tersimpan beroperasi secara online. ; Penyampaian Pembelajaran bisa dilaksanakan kapan saja dan dimana saja dengan memanfaatkan sistem jaringan internet. ; Kegiatan Diskusi berlangsung Beroperasi online / offline Dan diskusi berlangsung Baik antara peserta didik dengan guru maupun antara peserta didik itu sendiri. : Pengajar bisa Mengelola Dan mengontrol Pembelajaran Yang dilakukan Siswa

    Namun, Dari banyaknya keuntungan tersebut, untuk Indonesia, Masih dijumpai Banyak Sekali kendala. Dalam Kegiatan Pelatihan Berbasis Blended Learning seperti ; Munculnya kendala Teknis Berupa Koneksi internet Yang buruk. Hal ini biasanya dialami Oleh mahasiswa Dari daerah adalah Timur. Apalagi kendala listrik yang sering padam atau lebih parah belum adanya aliran listrik didaerah.

    Berdasarkan data dilapangan bisa di simpulkan bahwa blended learning belum berjalan maksimal, hal ini sejalan dengan beberapa literature mengenai kelemahan dari Blended learning yaitu ; tidak/belum memadainya dukungan jaringan internet untuk koneksi, sarana dan prasarana tidak mendukung padahal jantungnya blended learning adalah akses internet yang memadai, apalagi peserta didik belum mengetahui cara penggunaan teknologi. Blended learning sukses, perlu komitmen yang kuat.


  8. 9 santi wirda October 2, 2016 at 12:38 pm

    Santi Wirda
    kelas A7, 0731 150 29, Universitas Pakuan Bogor

    Saya memprediksi di masa depan trend belajar dengan blended learning akan semakin populer di dunia, termasuk Indonesia. Hal ini didukung oleh berbagai faktor. Salah satunya adalah pergeseran bagaimana orang mencari informasi. Coba tanyakan diri Anda apa yang dilakukan ketika ingin mengetahui informasi tertentu? Anda akan menghidupkan komputer dan bertanya kepada Paman Google. Atau jika Anda punya handphone mutakhir, hanya dengan beberapa tombol dan sentuhan ringan, informasi yang dicari sudah ada dalam genggaman. Tidak hanya itu, infrastruktur IT juga semakin baik. Kini orang bisa menonton video langsung dari sebuah handphone tanpa terputus.

    Saya sendiri aktif dalam beberapa kegiatan blended learning yang diajarkan para tutor handal di luar negeri. Lewat mereka saya belajar hal-hal baru yang jika dipelajari sendiri akan memakan waktu lebih lama dan energi yang lebih besar. Jika Anda aktif di internet, silakan cari program-program universitas terbuka yang gratis dan diajarkan para ahli di bidangnya. Atau jika Anda pengguna iTunes, ada banyak podcast maupun video pembelajaran dibuat oleh lembaga-lembaga ternama seperti Harvard University, BBC, dan organisasi lainnya. Dengan kemudahan tersebut, Anda bisa belajar dari instruktur terbaik seluruh penjuru dunia tanpa harus bertatap muka secara langsung.

    Belajar seperti ini dilakukan lewat diskusi live menggunakan audio-conferencing, interactive video conference, real-time chatting console, dan berbagai variasinya. Materi pembelajaran bisa didownload dan dipelajari terlebih dahulu berupa teks, audio maupun video. Saya bisa bertanya langsung dengan instruktur pemberi materi, melakukan konsultasi atas sebuah ide dan pemahaman, serta membangun kedekatan personal. Meskipun tak pernah bertatap muka, saya dan peserta lainnya merasa memiliki kedekatan langsung dengan instrukturnya. Ini bisa terjadi karena kami berinteraksi langsung, walau hanya secara virtual dihubungkan sinyal-sinyal komunikasi. Satu sama lain memberi dukungan, feedback dan saran untuk kemajuan masing-masing orang.

  9. 10 Ricqie Sheva October 2, 2016 at 3:33 pm

    Nirmala Daulay
    NPM 073115023, Kelas A7 Unpak

    Jika dikaji secara terminologis maka blended e-learning menekankan pada penggunaan internet seperti pendapat Rosenberg (2001) menekankan bahwa blended e-learning merujuk pada penggunaan teknologi internet untuk mengirimkan serangkaian solusi yang dapat meningkatkan pengetahuan dan keterampilan. Hal ini senada dengan Cambell (2002), kamarga (2002) yang intinya menekankan penggunaan internet dalam pendidikan sebagai hakekat blended e-learning, termasuk untuk pendidikan guru. Secara spesifik dalam pendidikan guru blended e-learning memiliki makna sebagai berikut.
    1. Blended e-learning merupakan penyampaian informasi, komunikasi, pendidikan, pelatihan-pelatihan tentang materi keguruan baik substansi materi pelajaran maupun ilmu pendidikan secara online.
    2. Blended e-learning menyediakan seperangkat alat yang dapat memperkaya nilai belajar secara konvensional (model belajarkonvensional, kajian terhadap buku teks, CD-ROM, dan latihan berbasis komputer) sehingga dapat menjawab tantangan perkembangan globalisasi.
    3. Blended e-learning tidak berarti menggantikan model belajar konvesional di dalam kelas, tetapi memperkuat model belajar tersebut melaluipengayaan content dan pengembangan teknologi pendidikan.
    4. Kapasitas guru amat bervariasi tergantung pada bentuk isi dan cara penyampaiannya. Makin baik keselarasan antarconten dan alat penyampai dengan gaya belajar, maka akan lebih baik kapasitas siswa yang pada gilirannya akan memberi hasil yang lebih baik.
    5. Memanfaatakan jasa teknologi elektronik; di mana guru dan siswa, siswa dan sesama siswa atau guru dan sesama guru dapat berkomunikasi dengan relatif mudah dengan tanpa dibatasi oleh hal-hal yang protokoler.
    6. Memanfaatkan keunggulan komputer (digital media dan komputer networks).
    7. Menggunakan bahan ajar bersifat mandiri (self learning materials) disimpan di komputer sehingga dapat diakses oleh guru dan siswa kapan saja dan di mana saja bila yang bersangkutan memerlukannya.
    8. Memanfaatkan jadwal pembelajaran, kurikulum, hasil kemajuan belajar dan hal-hal yang berkaitan dengan administrasi pendidikan dapat dilihat setiap saat di komputer.
    Pendapat Haughey (1998) tentang pengembangan blended e-learning mengungkapkan bahwa terdapat tiga kemungkinan dalam pengembangan sistem pembelajaran berbasis internet, yaitu:
    1. Web course adalah penggunaan internet untuk keperluan pendidikan, yang mana peserta didik dan pengajar sepenuhnya terpisah dan tidak diperlukan adanya tatap muka.
    2. Web centric course adalah penggunaan internet yang memadukan antar belajar jarak jauh dan tatap muka (konvesional).
    3. Model web enhanced course adalah pemanfaatan internet untuk menunjang peningkatan kualitas pembelajaran yang dilakukan di kelas.
    Ada tiga hal dampak positif penggunaan internet dalam pendidikan yaitu: (1) peserta didik dapat dengan mudah mengambil mata kuliah di mana pun di seluruh dunia tanpa batas intuisi atau batas negara. (2) peserta didik dapat dengan mudah belajar pada para ahli di bidang yang diminatinya. (3) kuliah/belajar dapat dengan mudah diambil diberbagai penjuru dunia tanpa bergantung pada universitas/sekolah tempat si mahasiswa belajar.

    E. Prosedur Blended learning dalam Pembelajaran
    Peningkatan kualifikasi guru merupakan salah satu prioritas pemerintah indonesia, hal tersebut sebagai wujud realisasi UU guru dan dosen no.14/2005 yang mempersyaratkan guru untuk memiliki kualifikasi minimal S-1 dan memiliki sertifikat sebagai pengajar. Pada saat ini guru di Indonesia berjumlah sebanyak 2.667.655 orang (depdiknas,2007). Di samping kualitas akademik guru, kondisi peningkatan kualifikasi akademik guru, kondisi kekurangan guru juga masih dialami sebagian wilayah di indonesia pada berbagai jenjang pendidikaaan. Pada tahun 2007, selain Universitas Terbuka pemerintah Indonesia melalui Direktorat Jenderal Pendidikan Tinggi dan Direktorat Peningkatan Mutu Tenaga Kependidikan menetapkan 10 LPTK untuk secara bersama-sama menyelenggarakan sistem PJJ untuk program peningkatan kualifikasi guru melalui pendidikan SI PGSD.
    PJJ pada program ini berbasis pada teknologi informasi dan komunikasi dengan menggunakan internet sebagai media utama, tatap muka dilakukan hanya beberapa kali pada program residensial, selebihnya menggunakan program e-learning. Keberhasilan PJJ PGSD dan sistem pembelajaran jarak jauh yang menggunakan e-learning sebagai alat utama, sangat menentukan oleh model learning management system (LMS) yang dikembangkan, dan pemerintah bersama pihak terkait masih mencari-cari model LMS yang handal yang mampu mewujudkan profil guru profesional, yang memiliki kompetensi kependidikan dan keguruan yang setara bahkan melebihi guru dengan sistem pembelajaran reguler. Model blended e-learning merupakan kombinasi dari beberapa pendekatan pembelajaran yaitu pembelajaran conventional berupa tatap muka dan e- learning yang berbasis internet.
    Seperti yang dikemukakan oleh Gegne (1984) Belajar yang efektif mempunyai kriteria sebagai berikut: (1) melibatkan pembelajaran dalam proses belajar; (2) mendorong munculnya keterampilan untuk belajar mandiri (learn how to learn); (3) meningkatkan pengetahuan dan keterampilan pembelajar; (4) memberi motivasi untuk belajar lebih lanjut. Darmodihardjo (1998:39) mengemukakan bahwa tutor dalam pelaksanaan tugasnya memiliki peran yang meliputi; (1) sebagai motivator, (2) sebagai fasilitator, (3) sebagai pembimbingan dan evaluator, (4) pengembangan materi pelajaran, (5) pengelola proses belajar mengajar, (6) agen pembaruan. Sementara itu Muhammad Zen (2000:69-70) mengemukakan bahwa tugas tutor selaku pengajar meliputi; (1) sebagai informator, (2) sebagai organisator, (3) sebagai motivator, (4) sebagai pengarah, (5) sebagai inisiator, (6) sebagai transmiter, (7) sebagai fasilitator, (8) sebagai mediator, (9) sebagai evaluator.
    Konsep Tutorial
    Tutorial adalah suatu proses pemberian bantuan dan bimbingan belajar dari seseorang kepada orang lain, baik secara perorangan maupun kelompok. Dalam konsep ini, tutorial merupakan layanan belajar yang memungkinkan terjadinya proses pembelajaran dengan karakteristik yang berbeda, seperti dosen yang berfungsi sebagai fasilitator kegiatan belajar bukan sebagai pengajar. Jenis-jenis tutorial yang sediakan adalah tutorial tatap muka (TTM) dan tutorial on-line.
    1. Tutorial Tatap Muka
    Dalam program PJJ S1 PGSD ini semua mata kuliah diberikan bimbingan tutorial tatap muka (dilakukan pada masa residensial).
    2. Tutorial Online
    Tutorial ini dilakukan dengan bantuan jaringan komputer.
    Model tutorial online adalah model tutorial yang menggunakan jaringan komputer. Materi diberikan dalam bentuk naskah tutorial yang dapat diakses dimana saja mahasiswa berupa tanpa harus bertatap muka dengan tutor. Dalam model ini, tutor harus mempersiapkan naskah tutorial yang memungkinkan terjadinya interaksi antar tutor dan mahasiswa. Selain itu, partisipasi secara aktif dari mahasiswa juga sangat diperlukan karena memengaruhi nilai akhir tutorial.

  10. 11 October 3, 2016 at 3:06 pm

    NPM 073115028

    Assalamu’alaikum wr. wb.
    Salam sejahtera, sehat dan sukses selalu buat Pak Adie Sekeluarga.

    Berbicara tentang Pembelajaran berbasis blended learning merupakan pilihan terbaik untuk meningkatkan efektifitas, efisiensi dan daya tarik yang lebih besar dalam berinteraksi antara manusia dalam lingkungan belajar yang beragam. belajar blended menawarkan kesempatan belajar untuk menjadi baik secara bersama-sama dan terpisah, demikian pula pada waktu yang sama maupun berbeda. Sebuah komunitas belajar dapat dilakukan oleh pelajar dan pengajar yang dapat berinteraksi setiap saat dan dimana saja karena memanfaatkan yang diperoleh komputer maupun perangkat lain (iPhone) sebagai fasilitas belajar. Blended learning memberikan fasilitas belajar yang sangat sensitif terhadap segala perbedaan kharakteristik psikologis maupun lingkungan belajar.

    Inilah salah satu hal yang menarik dengan penerapan model pembelajaran kombinasi (blended learning) adalah tercapainya tujuan pembelajaran secara efektif dan efisien karena kedua model memiliki keunggulan masing-masing. Model pembelajaran tatap muka dengan metode konvensional memungkinkan pembelajaran berlanggsung secara ineraktif dengan menggunakan berbagai pendekatan strategi serta metode pembelajaran sedangkan dengan metode online dapat memberikan materi secara online tanpa batasan ruang dan waktu. selain itu peserta didik lebih banyak memperoleh dan mengolah informasi dari berbagai sumber sehingga hal ini dapat menunjang proses pembelajaran.

    Demikianlah komentar dari saya, terima kasih Pak Adie.

    Assalamu ‘alaikum wr. wb.

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