Blended Learning Based on Science Literacy in Science Concept Learning

Abstract

The Covid-19 pandemic has changed the process of Science Concepts learning, which was initially being implemented directly into a form of blended learning by combining forms of direct learning and online learning. This research is a mixed-method design with an explanatory sequential type that aims to evaluate the implementation of Science Concept learning which is held in blended learning based on scientific literacy using the CIPP evaluation model consisting of context, input, process, and results. The instrument used is a response questionnaire given to 99 students who were analyzed descriptively quantitatively, and then six students and two lecturers were selected who were interviewed and analyzed qualitatively. Based on data analysis, the results showed that the context aspect was in the very good category, the input aspect was in a good category, the process aspect was in the very good category, and the product aspect was in a good category. These results indicate that implementing the science concept lecture process by applying blended learning has been going well but needs improvement.