IJOLAE | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 2 (2) (2020) 75-81 75 The Use of Blended Cooperative Learning Model in Introduction to Digital Systems Learning The Use of Blended Cooperative Learning Model in Introduction to Digital Systems Learning R. Ati Sukmawati1, Mitra Pramita2, Harja Santanapurba3, Bekti Utami4 1,2,3,4Department of Computer Education, Faculty of Teacher Training and Education, Lam- bung Mangkurat University, Indonesia DOI: 10.23917/ijolae.v2i2.9263 Received: November 20th, 2019. Revised: December 11st, 2019. Accepted: December 26th, 2019 Available Online: January 2nd, 2020. Published Regulary: July 1st, 2020 Abstract The purpose of this study is to analyze student learning outcomes in the application of the blended cooperative learning model, and analyze students' perceptions about the application of the cooperative blended learning model. Quantitative and qualitative research methods were used together with 91 subjects as participants in Introduction to Digital Systems academic year 2018/2019. Data was collected by tests, questionnaires, observations and video recordings. The results showed that the student learning outcomes were in the sufficient category. Students showed a positive perception of the implementation of the blended cooperative learning model, but they still need more encouragement to be more independent in learning. Keywords: blended learning, cooperative learning, digital systems learning Corresponding Author: Ati Sukmawati, Faculty of Teacher Training and Education, Lambung Mangkurat University, Indonesia e-mail: atisukmawati@ulm.ac.id 1. Introduction Introduction to Digital Systems is a compulsory subject for students of the Computer Science Education Program at Lambung Mangkurat University. This subject is a prerequisite for advanced courses. But many students have difficulty with this subject. Generally the difficulty is caused by students lacking training and not having textbooks. Various attempts have been made by lecturers to optimize the learning process, including by applying the cooperative learning model. Cooperative learning model is a teaching and learning process that in- volves the use of small groups that allow stu- dents to work together in order to maximize their own learning and learning from each other. Students learn and work in small groups collaboratively, whose members con- sist of four to five people, with a heterogene- ous group structure (Slavin, 1994). The cooperative learning model is de- signed to prepare students to have an orienta- tion to work in teams. Students not only learn the material, but must learn special skills called cooperative skills. In completing the task group, each group member must cooper- ate with each other and help each other to un- derstand the material being studied. Learning is said to be incomplete if one of the friends in the group has not mastered the lesson ma- terial. Limitation of study time in class is one of the obstacles faced by lecturers when apply- ing cooperative learning models. This is in line with the results of research done by Indonesian Journal on Learning and Advanced Education http://journals.ums.ac.id/index.php/ijolae mailto:atisukmawati@ulm.ac.id Vol. 2 (2) (2020) 75-81 IJOLAE | p-ISSN 2655-920x, e-ISSN 2656-2804 76 The Use of Blended Cooperative Learning Model in Introduction to Digital Systems Learning Sukmawati & Purnamasari (2016) and Sukmawati & Nesvihani (2018), which state that the time available is sometimes insuffi- cient to implement cooperative learning mod- els. The use of blended learning is expected to overcome these obstacles. Because in blended learning, interaction between students, or be- tween students and learning resources can oc- cur anytime and anywhere. This is in line with the Indonesian government’s vision that edu- cational institutions can utilize information and communication technology to improve the efficiency and effectiveness of learning, including by implementing blended learning. Blended Learning is a learning approach that combines face-to-face activities, aspects of online learning and real-world practice (Husamah, 2014). Dziuban et al (2018) and Hall & Villareal (2015) define that blended learning is learning that combines face-to- face learning and integrated online-based learning. Learning is not only done in class but can also be done anytime and anywhere. So that the application of Blended Learning can overcome the limitations of space and learning time that occur in face-to-face learn- ing in class. While Rusman (2012) also Gill (2009) state that blended learning is a combi- nation of various media technology and infor- mation such as audio, video streaming, and website in an e-learning system path with face-to-face learning. Blended Learning is a learning approach that combines technology and face-to-face learning. The purpose of blended learning is to combine the best characteristics of class- room learning (face to face) and the best fea- tures of online learning to enhance active in- dependent learning by students and reduce the amount of face-to-face time in class (Graham, 2006). With computer-based technology, teachers use a hybrid learning model to rede- sign their subjects so that there are online ac- tivities in the form of case studies, tutorials, independent training, simulations or online group collaboration. Blended learning focuses on changing the form of classical learning to make students more active in learning learning material in the classroom and outside the classroom (Hu- samah, 2014). The ultimate goal is to increase students' understanding of the learning mate- rial shown by increasing the value of the re- designed subjects. Graham (2006) and Moskal et al (2013) state that blended learning has helped students to learn independently, shifted the paradigm of teacher center to student center, and the achievement of learning objectives. To obtain optimal results in blended learning, the teacher must have knowledge about learning strategies and know the characteristics of stu- dents. By knowing the characteristics of stu- dents, appropriate learning materials can be prepared, both online and offline. In blended learning, students will interact more with the learning material. According to Friesen (in Nuruzzaman, 2016), blended learning in general can be classified into six models, namely: Face to face driver; the teacher conveys instruction and reinforcement through digital devices. Rotation; students follow the online learning cycle independently and learn face to face in class. Flex; most of the curriculum is deliv- ered via a digital platform. Teacher guidance and support is done face-to-face. Labs; the en- tire curriculum is delivered via a digital plat- form but in a consistent physical location. Students usually take traditional classes in this model too. Self-Blend; Curriculum and learning are done face-to-face. Students add to learning through online learning. Online Driver; All curriculum and teaching are deliv- ered via a digital platform. If it is needed a face-to-face meeting can be scheduled. Blended learning in this study is an adaptation of Gill (2009), namely a mix of face-to-face IJOLAE | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 2 (2) (2020) 75-81 77 The Use of Blended Cooperative Learning Model in Introduction to Digital Systems Learning instruction in the classroom and instruction through digital technology. During face-to- face sessions, students have the opportunity to discuss about the material and work that has been assigned in digital technology. After all clarifications have been made, the face-to- face session continues with task-based learn- ing. The advantages of blended learning ac- cording to Meydanlioglu & Arikan (2014) are the use of more flexible and effective learning spaces, maximizing the use of physical re- sources, and fostering academic excellence and innovation. In addition, students are to be able to increase the level of student autonomy that is more realistic (control and responsibil- ity), increase their involvement and interac- tion. Content can be developed in a way that meets the needs and styles of various learners. The online component also encourages stu- dents’ independence, facilitates self-reliance, and expands learning through the use of inno- vative online resources. Meanwhile challenges faced in blended learning according to Meydanlioglu & Arikan (2014) include: students must have time man- agement skills, have physical resources (com- puters, high-speed internet), be able to play an active and collaborative role, learn to use more sophisticated technology, lack of friend contact and interaction. One major disad- vantage is that effective online learning will need time to be implemented correctly. Research conducted by Aspden & Helm (2004) shows that blended learning can help bridge the gap between students, by means of interaction between students both online and offline as well as increasing the effectiveness of learning and teaching experiences for stu- dents. The results of the study done by El- Deghaidy & Nouby (2008) of prospective teachers at the University in Egypt showed that cooperative blended e-learning was effec- tively applied in learning, where student learning outcomes in cooperative blended e- learning classes were better than control clas- ses. Meanwhile the results of the study done by Hima (2017) showed that blended learning can improve students' motivation. Similar conclusion is also found in the result of re- search conducted by López-Pérez et al (2011) at the University of Granada. In the finding of their research, the use of blended learning has a positive effect in reducing dropout rates and can increase test scores. The purpose of this study is to analyze student learning outcomes in the application of blended cooperative learning models, and analyze students' perceptions about the appli- cation of the blended cooperative learning Model. The study was conducted in the Com- puter Education Study Program at the Univer- sity of Lambung Mangkurat in the Introduc- tion to Digital Systems course. This design is needed by the lecturer as a reference in pre- paring the lecture plan. So that it can imple- ment student-centered learning, and can im- prove the effectiveness of learning. 2. Method This study will describe student learning outcomes and perceptions about the applica- tion of the blended cooperative learning model in the Introduction to Digital Systems course. This research was conducted at the Computer Science Education Study Program Faculty of Teacher Training and Education, Lambung Mangkurat University, Indonesia. The study was conducted in February to May 2019. The subjects in this study were all 91 participants in the Introduction to Digital Sys- tems course in the academic year 2018/2019. The research instrument used consisted of quiz sheets, evaluation sheets, questionnaires and observation sheets. The quiz sheet con- sists of three packages, each containing five short answer questions. The evaluation sheet Vol. 2 (2) (2020) 75-81 IJOLAE | p-ISSN 2655-920x, e-ISSN 2656-2804 78 The Use of Blended Cooperative Learning Model in Introduction to Digital Systems Learning consists of ten essay questions. The question- naire consisted of seven positive statements that were designed using a Likert scale, with alternative answers strongly disagree (SDA), disagree (DA), neutral (N), agree (A), and strongly agree (SA). The instrument validity test uses Pearson Product Moment correlation while the reliability test uses Cronbach’s Al- pha. Test results show that all instruments are valid and reliable. The data analysis technique used in this study is descriptive statistical analysis. 3. Result and Discussion The blended learning in this lecture uses e-learning system at Lambung Mangkurat University (ULM). Lecturers and students can access ULM e-learning using their respective SIMARI accounts. In this e-learning lecturer prepares lecture material, assignments to be completed by students, practice questions, and open discussion forums for each topic. In the preparation stage, students are di- vided into groups. At this stage, students are informed that teaching materials consisting of lecture material, individual assignments and practice questions are uploaded to ULM e- learning no later than three days before lectur- ing. Special practice questions can only be ac- cessed by students when learning in the class. The students are also explained about the steps of learning. Various obstacles are encountered when implementing learning. Based on observa- tions, at the second meeting during the group discussion, learning process that should have been done face-to-face was not carried out, because there were still many students who did not read or access material uploaded in the ULM e-learning. Then, the lecturer must ex- plain and repeat the material from beginning to the end. Based on observations at the second meeting, then for the next meeting, students are required to download material from e- learning, and must carry a hardcopy at the time of lecture. In addition, individual tasks in e-learning must be done and become a com- ponent for assessment. However, at the third meeting, there were still some students who did not have hardcopy of the material. In ad- dition, despite having hardcopy of the mate- rial, many students have not studied the con- tents of the material. As a result, the group discussion at the third meeting was still not smooth. Based on this term, posttest and pre- test are held for the next meeting. The follow- ing steps of learning carried out until the end of this study can be seen in Table 1. Table 2 shows that from the results of Quiz 1 to Quiz 3, students who received suf- ficient and good grades increased. In the final evaluation there was an increase in the per- centage of students who scored less, but it was still below the percentage during Quiz 1. Meanwhile based on the average value of the quiz results, there was an increase in learning outcomes. The average value of Quiz 1 with lacking qualifications increased to good qualifications in Quiz 3, and became suffi- cient qualification at the final evaluation. The results showed that although the fi- nal test results were still in the sufficient cat- egory, there was an increase in quiz results from lacking to good. This is different from the results of research (Ismail, et all, 2014) which shows good learning outcomes in the application of blended learning in Computer Application courses. Various factors can af- fect learning outcomes, including motivation and learning activities. The results also showed that students still needed encouragement to be actively in- volved in classroom learning and on-line learning. Although the lecture material is already available online, interview results show that only 51.5 percent of students stated that they studied the material before lecturing. IJOLAE | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 2 (2) (2020) 75-81 79 The Use of Blended Cooperative Learning Model in Introduction to Digital Systems Learning Table 1. The Syntax of the Blended Cooperative Learning Model Phase Activity e-learning Classroom Phase 1 Presenting infor- mation  Students learn material on-line  Students completing assignments on-line Phase 2 Delivering goals and motivating students carry out pretest The lecturer conveys the objectives to be achieved and motivates students to learn. Fase 3 Guiding work and study groups  The lecturers guide students to goups up to discuss material that have been done independently  Students complete assignments in groups  The lecturers and students conclude learning material Phase 4 Individual test The lecturer evaluates the learning out- comes about the material that has been learned Phase 5 Give group awards The lecturer gives an appreciation of the efforts and results of group learning. Table 3 presents the percentage of students' responses to learning. Only 56.7 percent of students stated that they became more independent in learning, and 54.6 percent said they could study material anywhere and anytime. Based on Table 3, the low involvement of students in accessing ma- terial seems related to the presentation of the online material. Therefore the lecturer must be able to choose which material can be easily studied and which should be presented in class. In addition, the material must be ar- ranged in such a way that is more interesting and easy to understand. The majority of students feel enthusiastic, happy and interested in applying the blended cooperative learning model in introductory digital systems lectures. Overall students' perceptions of the application of the blended cooperative learning model showed a positive attitude. In contrast to the results of research (Bala, 2016) and (Khan, 2014) which states that stu- dents are satisfied with the application of blended learning and feel motivated to prac- tice subject matter in a more flexible and re- laxed atmosphere outside the formal class- room. In this study, student activities in on- line learning activities are still low and stu- dents have not shown the desire to learn inde- pendently. This is in line with the results of research (Pramita, et all, 2018) in the imple- mentation of blended learning in the Numeri- cal Method course in the Computer Education Study Program at Lambung Mangkurat Uni- versity. It is stated that students are not accus- tomed to learning independently. The results of this study also support the results of the Vol. 2 (2) (2020) 75-81 IJOLAE | p-ISSN 2655-920x, e-ISSN 2656-2804 80 The Use of Blended Cooperative Learning Model in Introduction to Digital Systems Learning study (Nuruzzaman, 2016), which states that in blended learning the majority of students lacked concentration and lack of participa- tion. Table 2. Percentage Distribution of Student Learning Outcomes Value Qualifications Quiz 1 Quiz 2 Quiz 3 Evaluation 75 ≤ Value ≤ 100 Good 25.3 19.8 52.7 40.7 60 ≤ Value < 75 Sufficient 0.0 25.3 29.7 33.0 Value < 60 Lack 74.7 54.9 17.6 26.3 Average 36.2 57.0 75.4 70.1 Table 3. Percentage Distribution of Student Responses No Statement SDA DA N A SA 1 I am very enthusiastic in learning blended cooperative learning activities 2.1 3.1 15.5 47.4 25.8 2 I feel happy when in learning with blended cooperative learning 1.0 1.0 23.7 36.1 32.0 3 I am very interested in the material presented online 1.0 3.1 24.7 37.1 27.8 4 the time given to study the material online is sufficient 4.1 18.6 25.8 28.9 16.5 5 With blended learning I can study material wherever and whenever 3.1 11.3 26.8 26.8 25.8 6 Learning material provided online is easy to understand 1.0 5.2 33.0 40.2 14.4 7 with blended learning, making me more independent in learning 3.1 7.2 33.0 29.9 20.6 Based on several findings in this study, it seems that students still have to be encour- aged to access all material that is already available on-line and study it independently. Some additional treatment can be done in- cluding requiring students to download the material and file it in hardcopy, make a re- sume of the material they learn, compile ques- tions that will be discussed in group discus- sions, include on-line assignments as a com- ponent of assessment, or do a pretest at each face advance in class. To avoid plagiarism, some assignments required students to do them by hand writing. Through this kind of assignment, students will experience the learning process. 4. Conclusion The results showed that whilst there was an increase, student learning outcomes were still in the sufficient category. In addition stu- dents have a positive perception of the appli- cation of the blended cooperative learning model. However, although independent learn- ing is important, it seems that students still need more encouragement to increase their learning independence. 5. References Aspden, L., & Helm, P. (2004). Making the connection in blended learning environment. 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