BLENDED LEARNING FOR VOCATIONAL HIGH SCHOOL STUDENTS

Abstract

The aimed of this study was to develop a blended learning for vocational students of light vehicle power expertise program in the learning process as a learning strategy to overcome the problem of lack of face-to-face time in class. The procedure for developing blended learning used was PEDATI model (learning, deepening, applying, measuring) as design instructional for blended learning. Data collection techniques used were observation, interview, and questionnaires. Data analysis techniques used was descriptive qualitative. The development of blended learning through the PEDATI model will be very effective for the achievement of learning objectives optimally and efficiency in learning time in class. AbstrakTujuan penelitian ini adalah mengembangkan blended learning bagi siswa SMK program keahlian tenaga kendaraan ringan dalam proses pembelajaran sebagai suatu strategi pembelajaran untuk mengatasi masalah kekurangan waktu tatap muka di kelas. Prosedur pengembangan blended learning dengan model PEDATI (Pelajari, Dalami, Terapkan, dan Evaluasi) sebagai model desain pembelajaran blended learning. Teknik pengumpulan data melalui observasi, wawancara, dan kuesioner. Teknik analisis data yang digunakan adalah deskriptif kualitatif. Pengembangan blended learning dengan prosedur PEDATI akan sangat efektif untuk pencapaian tujuan pembelajaran secara optimal dan efisiensi waktu pembelajaran di kelas.

Full text

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 18
http://dx.doi.org/10.31800/jtp.kw.v9n1.p18--30
BLENDED LEARNING FOR VOCATIONAL HIGH
SCHOOL STUDENTS
Pembelajaran Blended bagi Siswa Sekolah Menengah
Kejuruan
Oktovianus Nau Lalian1, Eveline Siregar2, Murni Winarsih3
123Program Pascasarjana Teknologi Pendidikan, Universitas Negeri Jakarta
Pos-el: o.lalian@yahoo.co.id1, evelinesiregar@gmail.com2,
winarsih.murni@yahoo.com3
INFORMASI ARTIKEL
ABSTRACT:
Riwayat Artikel:
Diterima : 26 Juni 2020
Direvisi : 23 Agustus 2020
Disetujui : 18 Februari 2021
Keywords:
Blended Learning, Learning
strategy, Learning Objective
Kata kunci:
Blended Learning, Strategi
Pembelajaran, Tujuan
Pembelajaran
The aimed of this study was to develop a
blended learning for
vocational students of light vehicle power expertise program
in the learning process as a learning strategy to overcome the
problem of lack of face-to-face time in class. The pro
cedure for
developing blended learning used was PEDATI
model
(learning, deepening, applying, measuring) as
design
instructional for blended learning
. Data collection
techniques used were
observation, interview, and
questionnaires. Data analysis techniques used
was
descriptive qualitative. The development of blended learning
through the PEDATI model
will be very effective for the
achievement of learning objectives optimally and efficiency
in learning time in class.
ABSTRAK:
Tujuan penelitian ini adalah mengembangkan blended
learning bagi
siswa SMK program keahlian tenaga
kendaraan ringan dalam proses pembelajaran sebagai
suatu
strategi pembelajaran untuk mengatasi masalah
kekurangan waktu tatap muka di kelas. Prosedur
pengembangan blended learning dengan
model
PEDATI
(Pelajari, Dalami, Terapkan, dan Evaluasi)
sebagai model
desain pembelajaran blended learning.
Teknik pengumpulan data melalui
observasi,
wawancara, dan kuesioner. Teknik analisis data yang
digunakan adalah deskriptif kualitatif. Pengembangan
Jurnal Teknologi Pendidikan
Vol: 09/01 Juni 2021.
Online ISSN: 2622-4283, Print ISSN: 2338-9184

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 19
INTRODUCTION
Currently, education has entered the
digital era in every learning activity.
One of the demands of the digital era
is applying the Information and
Communication Technology (ICT) in
learning activities. The implementati-
on of information and communication
technologies in the learning activities
are expected to change in the process
of learning, where it becomes more
effective, efficient, enjoyable, and
innovative (Koesnandar, 2020;
Mukarom & Rusdiana, 2016). The
implementation of ICT should be done
creatively and innovatively by
teachers to develop and improve
students’ cognitive, affective, and
psychomotor abilities.
Today, the applying of ICT in
learning activities could be
implemented by using media and
internet are presented in the form of
digital books, audio, video, computer-
based learning, web-based learning (e-
learning), computer-aided learning
(CAI), multimedia-based learning,
presentation-based learning, and
video conferencing.
One of the educational institution
which certainly should apply the ICT
in the learning activity is vocational
high school. The existing resources
both technological and human in
vocational high schools are optimaly
for implementing ICT in learning
activities. Even though, there are still
some obstacles caused by lack of
technology facilities or the
unavailability of competent human
resources in ICT (Husain, 2014).
Even though the technological
resources are adequate and the human
resources both teachers and students
of vocational schools able to use
existing technology, but learning
occurs in the classroom is not optimal.
It happens because some vocational
schools in the Java area are still one-
roof schools with other schools, it
makes lacking of learning time in class,
especially for expertise matter
subjects. Thus, to overcome the
problem, it is necessary to develop a
learning strategy in teaching. One of
learning strategy by using ICT that
suitable to be applied for vocational
students is blended learning.
blended learning dengan prosedur PEDATI akan
sangat efektif untuk pencapaian tujuan pembelajaran
secara optimal dan efisiensi waktu pembelajaran di
kelas.

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 20
Blended learning is a strategic
combination of online and face-to-face
learning (Akkoyunlu & Soylu,2008;
Garrison & Vaughan 2017; Graham,
Borup, Short, & Archambault, 2019).
Blended learning should gives
students some control over time, place,
path, and/or speed (Graham et al,
2019). This means that learning time is
no longer limited to school days, the
place of learning is no longer limited in
the class, the learning path is no longer
limited to the pedagogy used by the
teacher. Learning with a blended
strategy can streamline time and can
do the learning process with more
time portions (Darmawan, 2015).
So, it can be synthesized that
blended learning is the right
combination of face-to-face strategy
and online learning to create an
optimum learning experience to
enhance the learning outcomes
effectively (Arham & Dwiningsih,
2016).
Dewantara vocational school is
one of the one-roof school models in
Java, especially in Cikarang, West Java
Province. Learning that takes at the
school based on school scheduled is
five hours per week for all subjects. So,
there are many shortages of learning
time in class. Therefore, blended
learning is one of the learning
strategies to solve this gap based on
the needs analysis.
The blended learning develop-
ment was conducted by PEDATI
model as a blended learning design.
This model consist of learning,
deepening, applying, and measuring
(Chaeruman, 2017). Cognitive subject
matter such as understanding,
conceptual, and procedures will be
studied online by students. While the
psychomotor materials will be studied
face-to-face in class.
Banggur, Situmorang, & Rusmono
(2018), using Dick and Carey model to
conduct the blended learning develop-
ment. Aeni, Prihatin, & Utanto (2017),
using Dick and Carey models which
are simplified into three stages;
analysis, development, and product
evaluation. Arham & Dwiningsih
(2016), using Borg and Gall models to
conduct the blended learning
development.
The blended learning will be
developed by combining precisely and
systematically by face-to-face and
online learning strategies to create
students learning experiences.
Therefore, it is expected that by
implementing a systematic learning
strategy, using the precise technology,
and applying the suitable pedagogical
models in learning will achieve the
learning objectives optimally as well
as efficient in face to face learning time.
PEDATI model was used to
conduct the blended learning

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 21
development. The PEDATI model
consists of five stages; (1) Formulating
learning objectives, (2) Mapping and
organizing learning materials, (3)
Selecting and determining synchro-
nous and asynchronous learning
activities, (4) Designing asynchronous
learning activities, (5) Designing
synchronous learning activities.
Figure 1. Flowchart of PEDATI Model
RESEARCH METHODS
This study is a research and develop-
ment (R&D) which is a systematic
process in designing, developing,
validating and evaluating a product
used in certain learning. This study
was conducted for second-grade
students of Light Vehicle Power
Expertise Program at Dewantara
Vocational School, West Java Province
for Chassis Maintenance and Light
Vehicle Power Transfer Subject.
Data were collected by
observation, interview, and
questionnaires. Observation was
made with the aim of obtaining
preliminary data about learning
activities, learning facilities and
infrastructure, learning environment
activities, and student characteristics.
This observation was carried out at the
pre-research stage.
Interviews were conducted with
the subject teacher of Chassis
Maintenance and Light Vehicle Power
Transfer and the Head of the Light
Vehicle Engineering Program. This
interview was conducted at the
analysis stage. The purpose of this
interview is to identify gaps in
learning.
The questionnaires were used at
the stage of learning needs analysis
and student analysis to obtain data
about learning needs and
characteristics.
The data analysis technique used
is descriptive qualitative analysis
technique. This data analysis
technique is done by grouping the
information from qualitative data
through observation, interviews, and
questionnaires.

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 22
RESULTS AND DISCUSSION
Blended Learning Development
The blended learning development for
Chassis Maintenance and Light
Vehicle Power Transfer begins with
the activity of designing learning, then
continuing to produce the blended
learning. The development of blended
learning is a process of systematically
translating design into physical form
(Seels & Richey, 1994).
The blended learning develop-
ment combine with flipped classroom
model. Through the flipped
classroom, cognitive materials such as
understanding, conceptual, and
procedural are learned online by text
media, Power Point Presentation,
infographics, animation, and video
(Butt, 2014; Mohanty & Parida, 2016;
Wallace, 2014).
The Development of Blended
learning with the flipped classroom
for Chassis Maintenance and Light
Vehicle Power Transfer is regularly
scheduled by the teacher. Staker &
Horn (2012) classifies the flipped
classroom model as a rotation model
because it requires students to rotate
within the schedule set by a teacher
among learning modalities, at least
one of them is online learning.
Develop the Blended with PEDATI
Design
The process of developing blended
learning for Chassis Maintenance and
Light Vehicle Power Transfer based on
the PEDATI model stages. PEDATI
model is blended learning design for
creating learning product that used in
self-directed learning and
collaborative (Chaeruman, 2017).
According to Branch & Dousay (2015),
development of product-oriented
model focused on creating learning
products are used for self-directed
learning and collaborative learning.
The following table is the results of the blended learning design for Chassis
Maintenance and Light Vehicle Power Transfer carried out by PEDATI model
stages.
Table 1. Blended Learning Design
Subject
:
Chassis Maintenance and Light Vehicle Power Transfer
Learning Outcomes
:
Students able to perform proper and correct the Chassis Maintenance and
Light Vehicle Power Transfer
Learning Objectives Main Topics Sub Topics Learning
Materials
Learning Activities
Synchronous
Asynchronous
Live
Virtual
Students able to
perform maintenance
of the brake system
properly
Brake system
maintenance
The function of
Brake system
maintenance
The function of
brake system
-
-
√
The working
principle of the
brake system
-
-
√

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Brake system
classification
-
-
√
Drum brake
and disc brake
-
-
√
Master cylinder
components
-
-
√
How to
maintain the
brake system
Brake system
maintenance
procedures
-
-
√
How to check
the brake
system
-
-
√
Perform regular
maintenance of
the brake
system
√
-
-
Check the
results of brake
system
maintenance
√
-
-
Students able to
perform maintenance
of the steering system
and power steering
properly
Maintenance of
the steering
system and
power steering
Maintenance
functions of the
steering system
and power
steering
Steering system
function
-
-
√
Steering system
mechanism
-
-
√
Power steering
system
-
-
√
How the
steering system
and power
steering works
-
-
√
How to
maintain the
steering system
and power
steering
Procedure for
removing
components of
the steering
system and
power steering
-
-
√
How to check
the steering
system and
power steering
-
-
√
Perform
maintenance on
the steering
system and
power steering
√
-
-
Check the
results of
maintenance of
the steering
system and
power steering
√
-
-
Students able to
perform clutch
maintenance
properly
Clutch
maintenance
Clutch
maintenance
function
Clutch function
and the main
parts of the
clutch
-
-
√
How the clutch
works
-
-
√
Types of clutch
-
-
√
Clutch disc
spring
-
-
√

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 24
How to
maintain the
clutch
Clutch overhaul
maintenance
procedure
-
-
√
How to check
the clutch
overhaul
-
-
√
Perform the
clutch
maintenance
√
-
-
Adjusts the
clearance of the
clutch pedal
√
-
-
Students able to
perform manual
transmission
maintenance
properly
Manual
transmission
maintenance
The function of
Manual
transmission
maintenance
Manual
transmission
function
-
-
√
The main parts
and types of
manual
transmissions
-
-
√
How the
manual
transmission
works
-
-
√
Types of
manual
transmission
shift gear
-
-
√
How to
calculate the
manual
transmission
shift gear
-
-
√
How to
maintain the
manual
transmission
Manual
transmission
maintenance
procedure
-
-
√
How to check
manual
transmission
components
-
-
√
Perform
manual
transmission
maintenance
√
-
-
Adjusts the
manual
transmission
lever motion
√
-
-
Students able to do
propeller shaft
maintenance
properly
Propeller shaft
maintenance
Propeller shaft
maintenance
function
Propeller shaft
function
-
-
√
Propeller shaft
components
-
-
√
Independent
axle drive
- - √
Rigid axle drive
bearing
-
-
√
How to
maintain the
propeller shaft
Propeller shaft
maintenance
procedure
-
-
√
How to check
the propeller
shaft
-
-
√

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 25
Perform
propeller shaft
maintenance
√
-
-
Check the
results of
propeller shaft
maintenance
√
-
-
The stages of the learning design
for Chassis Maintenance and Light
Vehicle Power Transfer are as follows:
1) Formulating learning outcomes and
objectives, learning outcomes is the
final competencies that must be
mastered by students while the
formulation of learning objectives is
based on five competencies that must
be mastered by students; 2) Mapping
and organizing learning materials,
purpose to determine the main topic,
sub topic, and learning materials; 3)
Choosing asynchronous and
synchronous learning, asynchronous
learning materials in the form of
cognitive materials, while
synchronous learning materials are in
the form of skills materials (physic
motoric); 4) Designing asynchronous
learning activities, determining the
materials to be presented online; and
5) Designing synchronous learning
activities, determining face-to-face
materials in class.
The following is the implementation of PEDATI stages for Chassis
Maintenance and Light Vehicle Power Transfer.
Table 2. Implementation of PEDATI in Online Learning
Main Topics Meetings
Learning
Materials
Learning Deepening Applying Measuring
Brake
system
maintenance
1
st
meeting
The function of
brake system
Online text
Discussion of
how to maintain
the brake system
Online assignment
about the working
principle of brakes
Open quiz
The working
principle of the
brake system
Animation
&
Online text
Brake system
classification
Online text
Drum brake and
disc brake
PDF file
2
nd
meeting
Master cylinder
components
PPT File
Discussion of
drum brakes,
disc brakes, and
master cylinder
components
Online assignment
about the working
principle of drum
brakes and disc
brakes
Open quiz
Brake system
maintenance
procedures
Word file
3
rd
meeting
How to check
the brake system
Info
graphics
Discussion of
brake system
maintenance
and how to
check the brake
system
Online assignment
on how to check
brake
Objective test
The function of
brake system
Video
Maintenance
of the
4
th
meeting
Steering system
function
PPT file
Discussion of
the steering
system
Online assignment
about the steering
system
Open quiz

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 26
steering
system and
power
steering
5
th
meeting
Steering system
mechanism
PDF file
Discussion of
the steering
system
mechanism,
power steering
system and how
it works
Online
assignments on
how the steering
system and power
steering work
Open quiz
Power steering
system
Online text
and Word
file
How the
steering system
and power
steering works
Animation
6
th
meeting
Procedure for
removing
components of
the steering
system and
power steering
Info
graphics
Discussion on
how to maintain
the steering
system and
power steering
Online
assignments on
how the steering
system and power
steering work
Objective test
How to check
the steering
system and
power steering
Video
Clutch
maintenance
7
th
meeting
Clutch function
and the main
parts of the
clutch
Online text,
PDF file,
and PPT file
Discussion of
how the clutch
works
Online assignment
on how the clutch
works
Open quiz
How the clutch
works
Animation
and Word
file
Types of clutch
PPT file
Clutch disc
spring
PDF fie
8
th
meeting
Clutch overhaul
maintenance
procedure
Info
graphics
Discussion on
how to check the
clutch
Online assignment
on how to check
clutch
Objective test
How to check
the clutch
overhaul
Video
Mid-Test
9
th
meeting
Material for the
1st to 8th
meetings
-
-
-
Objective test
Manual
transmission
maintenance
10
th
meeting
Manual
transmission
function
Online text
Discussion of
how the manual
transmission
works
Online assignment
on how manual
transmission
works
Open quiz
The main parts
and types of
manual
transmissions
PPT File
and word
file
How the manual
transmission
works
Animation
and PDF
file
11
th
meeting
Types of manual
transmission
shift gear
PPT File
and Info
graphics
Discussion on
how to calculate
the gear ratio in
a vehicle
Online assignment
on how to
calculate gear ratio
in a vehicle
Open quiz
How to calculate
the manual
transmission
shift gear
PDF file
12
th
meeting
Manual
transmission
maintenance
procedure
Info
graphics
Discussion on
how to check
manual
transmission
maintenance
Online assignment
of manual
transmission
maintenance
Objective test
How to check
manual
Video and
PPT file

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 27
transmission
components
Propeller
shaft
maintenance
13
th
meeting
Propeller shaft
function
Online text
and
Animation
Discussion of
the components
on the propeller
shaft
Online assignment
about the
functions of
propeller shaft
components
Open quiz
Propeller shaft
components
PDF file
and PPT file
14
th
meeting
Independent
axle drive
PDF file
Discussion of
independent
axle drive and
rigid axles
Online assignment
of independent
axle drive and
rigid axles
Open quiz
Rigid axle drive
bearing
Word file
15
th
meeting
Propeller shaft
maintenance
procedure
Info
graphics
Discussion of
propeller shaft
maintenance
procedures
Online assignment
on how to check
the propeller shaft
Objective test
How to check
the propeller
shaft
Video and
PDF file
Final Exam
16
th
meeting
Material for the
10th to 15th
meetings
-
-
-
Objective test
There are four cycles of asynchronous
learning in PEDATI: 1) learning,
through digital materials such as text,
audio, video, animation, simulation,
and games; 2) deepening, through
online discussion forum activities; 3)
applying, via online assignment; and
4) evaluation (measuring), through
online quizzes and objective tests.
Learning and deepening are part of
self-directed learning asynchronous,
while applying and measuring are
part of collaborative asynchronous
learning. Online learning is learning
that can be accessed flexibly anywhere
and anytime and allows students to
determine the time and place in
learning. Online learning materials are
presented in the form of text,
document files, PDF, PPT, info
graphics, animations, and videos (Cole
& Kritzer, 2009).
The development of the blended
learning consisting of learning
activities and material contents from
Chassis Maintenance and Light
Vehicle Power Transfer developed
using Moodle platform version 3.8.1 as
a learning technology. The instruc-
tional strategy used collaboration and
self-directed learning through
asynchronous learning. While the
pedagogical model used a virtual
learning environment. The results of
this study are expected to be very
effective and efficient in the learning
process for Dewantara vocational
school students both towards learning
outcomes optimally and efficiently in
managing the limited learning time in
class as well as a learning resource for
students.
Following is the display of
blended learning development for

K- JTP: Vol. 09, No.01/Juni 2021/hal: 18 – 30. 28
Chassis Maintenance and Light
Vehicle Power Transfer.
CONCLUSION
The development of blended
learning for Chassis Maintenance and
Light Vehicle Power Transfer helps
students and teachers in the learning
process as a learning strategy in
overcoming the problem of lack of
face-to-face time in class, improves
students learning outcomes, and as a
learning resource for self-directed
learning and collaborative learning.
The product excellence of blended
learning development for Chassis
Maintenance and Light Vehicle Power
Transfer subject are carried out
systematically by formulating learning
objectives, mapping and organizing
learning materials, selecting and
determining synchronous and
asynchronous learning activities,
designing asynchronous learning
activities, and designing synchronous
learning activities.
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