Bernard Napitupulu

Persepsi Mahasiswa Terkait Pembelajaran Bauran dan Komunitas Belajar Daring Terhadap Pengaturan Diri Sendiri

Introduction

Persepsi mahasiswa terkait pembelajaran bauran dan komunitas belajar daring terhadap pengaturan diri sendiri. Temukan persepsi mahasiswa tentang blended learning & komunitas belajar daring pasca-COVID. Penelitian mengungkap hubungan kuat dengan pengaturan diri, meski ada tantangan.

Abstract

Pada masa post-covid 19, seluruh kegiatan kehidupan kembali seperti semula. Hal ini juga termasuk di dalam proses belajar pada universitas. Di sisi lain, perkembangan teknologi tidak bisa dibendung lagi dan mundur. Dengan demikian, mahasiswa diharapkan masih belajar dengan blended learning. Hal ini menimbulkan persepsi yang beragam terhadap fenomena ini. Persepsi mahasiswa akan proses belajar dan perubahan yang cukup besar menjadi masalah penelitian ini terutama kaitan antara metode belajar, hasil belajar termasuk self-regulation dan komunitas belajar. Tujuan penelitian ini adalah mengetahui persepsi mahasiswa terkait dengan blended learning, komunitas belajar, dan keahlian self-regulated learning. Penelitian ini menggunakan dua jenis data yaitu data kuantitatif dan kualitatif. Data tersebut dikumpulkan dengan Metode yang digunakan adalah sequential explanatory design. Data kuantitatif akan menggunakan statistika inferensial lalu dilanjutkan koding untuk data kualitatifnya.. Hasil penelitian ini adalah ditemukan hubungan yang sangat kuat antara blended learning, komunitas belajar ,dan self regulated learning pada persepsi mahasiswa. Hal ini terlihat dari perhitungan Pearson Corelation yang nilainya lebih dari 0.7. Di sisi lain, ada beberapa hal yang ditemukan pada data kuantitatifnya. Sekalipun munculnya persepsi yang begitu kuat, mahasiswa memiliki persepsi adanya tugas dan pembelajaran yang tidak seimbang, komunitas belajar daring yang pasif, dan alokasi pengerjaan asinkronous.

Review

The submitted paper, "Persepsi Mahasiswa Terkait Pembelajaran Bauran dan Komunitas Belajar Daring Terhadap Pengaturan Diri Sendiri," addresses a highly relevant and timely topic concerning student perceptions of blended learning and online learning communities in the post-COVID-19 era. As universities navigate the integration of technology and the return to normalcy, understanding student perspectives on these evolving pedagogical approaches, particularly their impact on self-regulated learning, is crucial. The study aims to explore these perceptions, bridging the gap between learning methods, student outcomes, and the role of learning communities in the context of persistent technological advancements. Methodologically, the study employs a sequential explanatory design, utilizing both quantitative and qualitative data collection and analysis. The abstract reports a key quantitative finding indicating a very strong positive relationship (Pearson correlation > 0.7) among blended learning, online learning communities, and self-regulated learning as perceived by students. This suggests that students generally perceive these elements as interconnected and beneficial in their learning process. However, the qualitative data offers a more nuanced picture, revealing several challenges: student perceptions of unbalanced tasks and learning loads, the passivity observed within online learning communities, and issues related to the allocation of asynchronous work. These qualitative insights provide valuable context to the strong quantitative correlations. Overall, this study makes a valuable contribution by shedding light on the complexities of student experiences with blended learning in a transitional period. Its mixed-methods approach is a strength, allowing for both broad correlational understanding and deeper exploration of specific student concerns. While the reported Pearson correlation value in the abstract could be more detailed (e.g., specifying which variables were correlated and their exact r-values), the qualitative findings effectively highlight critical areas for improvement in blended learning implementation. Future iterations of this work could further elaborate on the practical implications of these perceptions for pedagogical design and institutional support, offering concrete recommendations to foster more effective and equitable blended learning environments and actively engage online communities to better support student self-regulation.

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