Automotive engineering: Application of the blended learning model during the Covid-19 pandemic

• Main Authors: Dwi Jatmoko, Dwi Jatmoko, Kamin, Yusri, Arifin, Zainal, Abdillah, Fuad, Fauzi, Farid Lutfi
• Format: Conference or Workshop Item
• Published: 2023
• Subjects: H Social Sciences (General)
• Online Access: http://eprints.utm.my/107957/; http://dx.doi.org/10.1063/5.0115370
• Institution: Universiti Teknologi Malaysia

A difficult time to learn at school is the COVID-19 pandemic, where there are no teachers who teach directly and the intensity of meeting is rare, requiring solutions for learning. Researchers here find the best learning method, namely blended learning. This study aimed to: 1) To determine the application of the blended learning model during the Covid-19 pandemic, 2) To determine learning activeness after the application of the blended learning model in basic automotive engineering subjects, 3) To determine student learning outcomes after implementation blended learning model on the subject of basic automotive engineering work. This type of research is Classroom Action Research (CAR). This research was conducted in two cycles. The subjects of the action research were students of class 10 ototronik Vocational Education High School, totaling 30 students. The instruments used in the study were observation sheets, questionnaires and test questions. After the data was obtained, it was analyzed using the percentage description technique to determine the level of success of the study. Data analysis with quantitative analysis to find the average percentage of active learning and student learning outcomes. The result of this research is that active learning and student learning outcomes increase in each cycle. The increase in learning active in the pre-cycle to the first cycle was 11.8% and in the first cycle to the second cycle was 9.47%. This can be seen from the average value of the percentage of learning activeness in the pre-cycle of 53.05%, an increase in the first cycle of 64.85%, and increasing in the second cycle to 74.32%. While the increase in student learning outcomes in the pre-cycle to the first cycle is 40% and in the first cycle to the second cycle is 16.67%. This can be seen from the average value of the percentage of student learning outcomes in the pre-cycle of 20%, an increase in the first cycle of 60%, and increasing in the second cycle to 76.67%.