Blended Learning for Undergraduate Students: Validity, Practicality, and Effectivity

Abstract

This study aimed to implement blended learning in Integrated Science Learning Course for undergraduate students by using three parameters, namely, validity, practicality, and effectivity. The research design was post-test group design. This research was conducted for eight months in Science Department, Universitas Negeri Surabaya. The data of research were collected in three ways, that were, validation, observation, and test. The results obtained in this study indicated that the blended learning was: (1) valid based on the expert judgments laid on didactic requirements, construction, content, and technical aspect; (2) practicable in which all teaching and learning instructions were implemented well; and (3) effective in which all students and groups learning could exceed the minimum limit score for cognitive learning outcomes and skills.