International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol. 14, No. 6, 2020 Short Paper—Development of Learning Management System-Based Blended Learning Model using … Development of Learning Management System-Based Blended Learning Model using Claroline in Higher Education https://doi.org/10.3991/ijim.v14i06.13399 Munir Tubagus (), Suyitno Muslim, Suriani Jakarta State University, Jakarta, Indonesia munirtubagus_tp14s3@mahasiswa.unj.ac.id Abstract—Learning Management System (LMS) is a learning process that utilizes computer information technology equipped with internet and multime- dia telecommunications facilities (graphics, audio, video) in delivering material and interaction between instructors and learners. The purpose of this study is to develop blended learning Using Claroline as a learning tool that facilitates stu- dents in learning. To achieve the objective of the study the research uses a quantitative approach to collect data using pre and post tests and questionnaires. The sample in the study were students of economic Islamic consisting of two classes, with a total of 50 students enrolled in this study. The results show that the difference in the average pre-test and post-test score was -29.43720. While the t-test that tests Ho: pre-test = post-test gives a value of t = -37.43720 with a degree of freedom of 49. While the p-value for the two-sided test of 0,000 is smaller than α = 0.05. This data approves that the statistical hypothesis Ho: pre-test = post-test is rejected, meaning that the average pre-test and post-test scores are significantly different. The findings of this study can be used to recommend effective ways of learning and teaching using e-learning that can improve student learning outcomes in higher education. The implica- tions of this research is to encourage teachers to use e-learning technology and facilitate students with the technology in improving academic learning out- comes. Keywords—Learning Management System, Blended Learning, Claroline, Mo- tivation 1 Introduction The rapid development of information and communication technology (ICT) in the current era of globalization cannot avoid its influence on the world of Education. The demands of the global world urge the world of education to constantly adapt to tech- nological developments, especially adaptation to the use of ICTs in the learning pro- cess. The progress of information technology has had a positive impact on the ad- vancement of education today. Especially computer and internet technology, both in terms of hardware and software, provide many offers and choices for the world of 186 http://www.i-jim.org https://doi.org/10.3991/ijim.v14i06.13399 mailto:*Corresponding%20Author%20Email:%20munirtubagus_tp14s3@mahasiswa.unj.ac.id Short Paper—Development of Learning Management System-Based Blended Learning Model using … education to support the learning process. The advantages offered not only lie in the speed factor for getting information but also multimedia facilities that can make learn- ing more interesting, visual and interactive. Changes in the education system are the demands of a nation to have quality human resources. In line with the development of Information and Communication Technology (ICT) as can be seen in the e-learning based learning environment, each individual student has the freedom to determine what he wants to learn, where and how the learning process is carried out. In a learner centered learning environment, various facilities are provided in such a way that each individual student can actively build his own knowledge structure based on his own initiatives and responsibilities. Through a learning environment supported by Information and Communication Technology (ICT), students have enormous access to abundant learning resources, receive feedback, and continually refine their understanding through a process known as generative learning. Lecturers as facilitators or moderators of their duties help stu- dents to want to learn on their own, formulate their understanding, evaluate the suita- bility of students' ideas with the ideas of experts. While the task of students is to ac- tively learn and digest the knowledge provided, students can express ideas, criticize the opinions of lecturers which are considered inappropriate. Learning outcomes are actual abilities that can be measured directly, where the learning outcomes will later be known to what extent the educational and teaching goals that have been achieved. The learning outcome assessment process can provide information to the lecturer about the progress of students in an effort to achieve their learning goals through learning activities, then from that information later the lecturer can arrange and plan the process of further learning as an effort to realize better learning goals. The study "Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in Ugandan University" found that the effect of blended learning on learning outcomes showed significant results. This shows that blended learning im- proves student learning outcomes. [1] Research on "Evaluation of Blended Learning Approaches in Computer Engineer- ing Education" Integrates face-to-face online and traditional learning in Algorithms and Programming courses at the Computer Engineering Department at Suleyman Demirel University, taught with blended learning methods. Achievement of the Learning Management System (LMS) at the university by using distance education technology in the flash animation course, the evaluation carried out has met the speci- fied standards. Then analyze and compare student performance both with online learning and traditional learning or face to face. Showing results that are more effec- tive, student achievement is better than expected compared to traditional face-to-face learning. The ability to think of student algorithms is better [2]. Referring to the re- sults of the existing research, the blended learning learning model that combines face- to-face learning, with online learning learning shows an increase in students' compre- hension skills in mastering learning material so that it can improve student learning achievement. For this reason, it is necessary to conduct research that can develop strategies or learning models that are an alternative to achieving effective learning goals. iJIM ‒ Vol. 14, No. 6, 2020 187 Short Paper—Development of Learning Management System-Based Blended Learning Model using … 2 Literature Review A literature review will be used to study different definitions of blended learning, the difference between a traditional, web facilitated, blended learning and online course; the implementation of a blended learning course in the process of learning English at National Research Tomsk Polytechnic University. Also the example of using the English course to teach engineering students will be provided. Allen and Seaman divide all courses into groups; 1. Traditional course which doesn’t use online technologies. All the material is given orally or in pen 2. Web facilitated course user web-based technologies, For example, web pages are used to provide the syllabus and assignments (1-29 % of the material is given online) 3. Blended (hybrid) course combines online learning and face-to-face classes (30- 79% is delivered online) 4. Online course implies that most of all the content (more than 80%) is delivered online [3]. The potential for implementing learning with the blended learning system is very possible to implement, along with the development of information and communica- tion technology. Book of “Preparing for Blended e-Learning” The combination of conventional teaching approaches and e-learning elements within a single course or programme is commonly referred to as ‘blended learning’, but we can also think of it as blended e-learning, the blend refers to the proportion of e-learning content within the course [4]. Next the basic principle of blended learning is that face-to-face oral communication and online written communication are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose. [5]. Research Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University menemukan bahwa pengaruh pembelajaran blended learning terhadap hasil belajar menunjukan hasil yang signifikan. Hal ini menunjukan pembelajaran bleneded learning peningkatan hasil belajar mahasiswa. [1]. Research Development of blended learning model with virtual science laboratory for secendary students. The aim of this development study is to develop a blended learning model that uses project-based learning through virtual science laboratories in science classes for high school stu- dents. This model can improve students' ability to understand lessons more easily, and make it possible to conduct experiments as high as encouraging students to carry out further experiments. [6]. Based on the assumptions above, blended learning based learning is the best choice to increase effectiveness, efficiency, and greater attractiveness in interacting between humans in diverse learning environments. Blended learning offers learning opportuni- ties to be good together and separate, as well as at the same time or different. A learn- ing communication can be done by students and instructors who can interact at any time and anywhere because they use the use of computer and other devices (iPhone) 188 http://www.i-jim.org Short Paper—Development of Learning Management System-Based Blended Learning Model using … as learning facilities. Based on the assumptions above, blended learning based learn- ing is the best choice to increase effectiveness, efficiency, and greater attractiveness in interacting between humans in diverse learning environments. Blended learning offers learning opportunities to be good together and separate, as well as at the same time or different. A learning communication can be done by students and instructors who can interact at any time and anywhere because they use the use of computer and other devices (iPhone) as learning facilities. Blended learning has a number of advantages in comparison with traditional learning courses. One of the advantages of blended learning is that it is easily adaptable to learners’ needs. The adaptability comes from different ways how online resources can be used. The most important component of blended learning is its flexible course. If the teacher notices any problems that the learners have while studying the course, he/she can immediately solve these problems by changing the material and learning activities. Learners’ individual needs should be taken into consideration, otherwise even well-designed courses can fail. If the course is flexible it contributes to raising learners’ motivation. 3 Research Methodology The paper outlines the methodology for the Both qualitative and quantitative data were used together in this study, including pedagogical objectives, task design, selec- tion of a blended course, as an educational tool and its implementation in the learning process. We use the following methods in our research: the analysis, the review of literature, observing our own professional experience with data analysis. The purpose of the study is to solve the problems that occur in learning by developing a blended based learning package in the management information system course, we’ve formu- lated the following pedagogical objectives: 1. Obtain an overview of the conceptual model of blended learning based on man- agement information systems courses 2. Describe the procedural model of blended learning based management information systems courses 3. To evaluate the hypothesis that blended learning is an effective educational tool to learn and teach management information systems at the technical university This research was conducted at the Manado State Islamic Institute (IAIN) in 2018. The first step in conducting a literature study included: summarizing, interpreting and evaluating the literature related to the subject of research in building a theoretical framework. The researcher modified the questionnaire before giving it to the respond- ent to answer, the number of respondents was 50 students consisting of 25 class A students and 25 class B students, which would be distributed to all respondents direct- ly in their respective classes. Questionnaire data was collected within 2 weeks. After filling in the answers, all of them are collected for further data analysis by researchers to obtain results and findings from the development of blended learning models. All the data collected from the respondents were gathered together to be analyzed using Statistical Package for the Social Sciences (SPSS) version 21. The analysis includes iJIM ‒ Vol. 14, No. 6, 2020 189 Short Paper—Development of Learning Management System-Based Blended Learning Model using … both descriptive and inferential analysis. The researchers used descriptive analysis to analyze the frequency and percentage of the overall population in the demographic background. Besides, it is also used to determine the mean, standard deviation, fre- quency and percentage to identify the effectiveness development of blended learning models. 3.1 Testing Requirements Analysis Table 1. Testing the Normality of Initial Value Data (Pre-test) Initial Value Frekuensi Fkomulatif Z F(Z) S(Z) L 29.97 1 1 -2.0823389 0.0186558 0.02 0.0013442 33.3 3 4 -1.7431958 0.0406497 0.08 0.0393503 36.63 2 6 -1.4040526 0.0801516 0.12 0.0398484 39.96 4 10 -1.0649095 0.1434584 0.2 0.0565416 43.29 5 15 -0.7257663 0.233991 0.3 0.066009 46.62 7 22 -0.3866232 0.3495176 0.44 0.0904824 49.95 6 28 -0.04748 0.4810653 0.56 0.0789347 53.28 4 32 0.2916631 0.6147279 0.64 0.0252721 56.61 5 37 0.6308063 0.7359164 0.74 0.0040836 59.94 3 40 0.9699494 0.8339641 0.8 0.0339641 63.27 5 45 1.3090925 0.9047485 0.9 0.0047485 66.6 4 49 1.6482357 0.9503478 0.98 0.0296522 69.93 1 50 1.9873788 0.9765598 1 0.0234402 Average 50.4162 Standard Deviation 9.81886 Alpha 0.05 L table 0.12530 L count 0.09048 Based on the above calculations obtained L count = 0.09048. At the real level (Alpha) = 0.05 n = 50, the price of L table = 0.12530. Because L count = 0.09048, the initial value data (Pre-test) is normally distrib- uted. 4 Results and Findings Normality testing is the calculation of statistical data to test data whether it is con- tinuously distributed normally or not, so hypothesis testing can be carried out. The normality testing technique uses the Lilliefors Test, the calculation and testing process is shown in the appendix. The statistical hypothesis underlying normality testing is: Ho: data is normally distributed H1: data is not normally distributed Based on the hypothesis above, the criteria used are rejecting the null hypothesis, if the value of L count > L table at a significant rate α = 0.05, which means the data is from a population that is not normally distributed. Instead accept the null hypothesis, 190 http://www.i-jim.org Short Paper—Development of Learning Management System-Based Blended Learning Model using … if the value of L count < L table at a significant level α = 0.05, which means the data is from a population that is normally distributed. 4.1 Normality of pre-test data The initial value data (pre-test) is student value data before being taught using the blended learning. Based on the results of the Microsoft Excel application, it is known that the average pretest value is 50.41 and the standard deviation value (si) is 9.8188. Next is to determine the normal cumulative probability F (zi) and the cumulative probability of impulse S (zi), based on the results of the normal cumulative probabil- ity and the large probability is L count = 0.9048. Sample = 50 and significance level α = 0.05. L table = x = 0.12530 / (⎷50) = 0.12530. The calculation results show that at a significant level of 0.05 L count < L table (0.09048 <0.12530) which means accepting the null hypothesis. The conclusion of the pre-test data is that it comes from a popula- tion that is normally distributed 4.2 Normality of post-test data The final value data (post-test) is student value data after being taught using the blended learning. Based on the results of the Microsoft Excel application count, it is known that the average value post-test is 79.99 and the standard deviation value (si) is 8.83574. Next, determine the normal cumulative probability F (zi) and the cumulative impulse probability S (zi), based on the results of the normal cumulative probability and the cumulative probability of the student's post-test results obtained the highest price is L count = 0.11675. Sample = 50 and significance level α = 0.05. L table = x = 0.886 / (⎷50) = 0.12530. The calculation results show that at a significant level of 0.05 L count < L table (0.11675 <0.12530) which means accepting the null hypothe- sis. The conclusion of the pre-test data is that it comes from a population that is nor- mally. 4.3 Data homogeneity test Testing the sample data that has been proven to be normally distributed, then fur- ther testing of the homogeneity of the variance of the two samples is carried out. Ho- mogeneity testing techniques using the Barrett Test, the calculation process and test- ing are attached. The statistical hypothesis underlying homogeneity testing is: Ho: homogeneous sample data H1: sample data is not homogeneous Based on the hypothesis above, the criteria used are rejecting the null hypothesis, if the value of x² count> x² table at a significant level α = 0.05, which means the sample data is not homogeneous. Instead accept the null hypothesis, if the value of x² count