APLIKASI MODEL ARCS-V UNTUK MENGIDENTIFIKASI MOTIVASI MAHASISWA KEPERAWATAN MENGIKUTI PERKULIAHAN BLENDED LEARNING
Main Article Content
Abstract
Recently, most of the universities have implemented the online lecturing method in the virtual presentation as the education model. This method is very popular and effective due to flexibility and comprehensive-time. As the lecturing method, the online education models have negatif and positive impacts on the students. Likewise, the learning process has advantages and disadvantages. The objective of this study was to identify the correlation between blended learning implementation and nursing students' motivation in the learning process. The study design was a cross-sectional study and 112 nursing students participated in this study. The resulting study revealed that attention, relevance, and desire to learn were related to blended learning. On the other hand, gender, parent’s occupation, self-efficacy, and satisfaction were not related to the blended learning activity among nursing students. The results study can be referred to improve the education strategies in term of blended learning design program in increasing the attention, relevance, and volition lecturing process.
Article Details
References
Satuan Tugas Penanganan COVID-19, “Addendum Surat Edaran Nomor 23 Tahun 2021 Tentang Protokol Kesehatan Perjalanan Internasional Pada Masa Pandemi Corona Virus Disease 2019 (COVID-19).” Badan Nasional Penanggulangan Bencana, Jakarta, pp. 1–2, 2021.
Kementrian Kesehatan RI, “Laporan Mingguan Update COVID-19,” 2021.
S. V. Muhamad, “Pandemi Covid-19 sebagai Persoalan Serius Banyak Negara di Dunia,” 2021.
S. Matdio, “Dampak Pandemi Covid-19 Terhadap Dunia Pendidikan,” J. Kaji. Ilm., vol. 1, no. 1, pp. 73–80, 2020.
J. Loima, “Socio-Educational Policies and Covid-19 – A Case Study on Finland and Sweden in the Spring 2020,” Int. J. Educ. Lit. Stud., vol. 8, no. 3, p. 59, 2020, doi: 10.7575/aiac.ijels.v.8n.3p.59.
J. Pranata, “Dampak Pandemi Terhadap Pendidikan,” in Dampak Pandemi terhadap Kehidupan Manusia (Ditinjau dari Berbagai Aspek), Selayo: Insan Cendekia Mandiri, 2021, pp. 121–134.
Kementrian Riset Teknologi dan Pendidikan Tinggi, Kebijakan Pendidikan Jarak Jauh dan E-Learning di Indonesia. 2021. [Online]. Available: https://lldikti3.kemdikbud.go.id/v6/wp-content/uploads/2016/11/Paulina-Pannen-Kebijakan-PJJ-dan-E-Learning.pdf
Sobana, “Dampak Pandemi Covid 19 Terhadap Pendidikan dan Pelatihan Aparatur,” J. Pendidik. Indones., vol. 1, no. 2, pp. 166–175, 2020, doi: 10.36418/japendi.v1i2.18.
H. dan Waskito, Blended Learning: Konsep dan Penerapannya, 1st ed. Padang, Sumatera Barat: Lembaga Pengembangan Teknologi Informasi dan Komunikasi Universitas Andalas, 2018. doi: 10.25077/car.64.60.
A. Kumar et al., “Blended Learning Tools and Practices: A Comprehensive Analysis,” IEEE Access, vol. 9, pp. 85151–85197, 2021, doi: 10.1109/ACCESS.2021.3085844.
Poltekkes Kemenkes Jakarta 1, Pedoman Pembelajaran Daring pada masa pandemi Covid 19, 1st ed. Jakarta: Poltekkes Kemenkes Jakarta 1, 2020. [Online]. Available: https://www.poltekkesjakarta1.ac.id/wp-content/uploads/2020/12/pedoman-PPBM-selama-Vovid-19.pdf
P. D. Febrianti, “Keunggulan Dan Kelemahan Menggunakan Metode Pembelajaran E - Learning,” Universitas Pendidikan Ganesha, 2020. [Online]. Available: https://www.researchgate.net/publication/340476377_KEUNGGULAN_DAN_KELEMAHAN_MENGGUNAKAN_METODE_PEMBELAJARAN_E_-_LEARNING
L. K. Ningsih, “Kejenuhan Belajar Pada Masa Pandemi,” Educational, vol. 25, no. 1, pp. 1–9, 2020.
J. M. Keller, “Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model,” Particip. Educ. Res., vol. 3, no. 2, pp. 1–15, 2016, doi: 10.17275/per.16.06.3.2.
E. Fuzian, “Hubungan Antara Motovasi Belajar Blended Learning dengan Hasil Belajar,” Universitas Soedirman, 2020. [Online]. Available: https://repository.unsoed.ac.id/13639/
M. P. Dinata Saragi and R. Suryani, “Perbedaan Motivasi Belajar Siswa Berjenis Kelamin Perempuan Dan Laki-Laki Smk Swasta Bandung,” J. Penelit. Bimbing. dan Konseling, vol. 3, no. 1, 2018, doi: 10.30870/jpbk.v3i1.3197.
R. D. Calcott and E. T. Berkman, “Attentional flexibility during approach and avoidance motivational states: The role of context in shifts of attentional breadth,” J. Exp. Psychol. Gen., vol. 143, no. 3, pp. 1393–1408, 2014, doi: 10.1037/a0035060.
J. R. Albrecht and S. A. Karabenick, “Relevance for Learning and Motivation in Education,” J. Exp. Educ., vol. 86, no. 1, pp. 1–10, 2018, doi: 10.1080/00220973.2017.1380593.
M. J. Kintu, C. Zhu, and E. Kagambe, “Blended learning effectiveness: the relationship between student characteristics, design features and outcomes,” Int. J. Educ. Technol. High. Educ., vol. 14, no. 1, 2017, doi: 10.1186/s41239-017-0043-4.
L. Hai, X. Bao, and W. Li, “Factors associated with work volition among Chinese undergraduates,” Front. Psychol., vol. 13, no. 2011, 2022, doi: 10.3389/fpsyg.2022.1037185.