The Needs Analysis of Expansion Blended Learning Using Icare's Model in History Learning for Tenth Grade in Senior High School Level
The needs analysis of is an important component to identify educational problems. As the first step in instructional product development, the needs analysis must be done carefully. Research activities were carried out in 5 public and private schools in Jember Regency. The learning model that used al...
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IOP Conference Series: Earth and Environmental Science,
2021-08-03T03:52:43Z.
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| 001 | repository_unej_123456789_104998 | ||
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| 100 | 1 | 0 | |a R ANDRIANI, R Andriani |e author |
| 500 | |a http://repository.unej.ac.id/handle/123456789/104998 | ||
| 500 | |a KODEPRODI0210302#PendidikanSejarah | ||
| 500 | |a NIDN0004086902 | ||
| 500 | 4 | 1 | |u NIDN0028036606 |
| 700 | 1 | 0 | |a UMAMAH, Nurul |e author |
| 700 | 1 | 0 | |a NA'IM, Mohammad |e author |
| 245 | 0 | 0 | |a The Needs Analysis of Expansion Blended Learning Using Icare's Model in History Learning for Tenth Grade in Senior High School Level |
| 260 | |b IOP Conference Series: Earth and Environmental Science, |c 2021-08-03T03:52:43Z. | ||
| 520 | |a The needs analysis of is an important component to identify educational problems. As the first step in instructional product development, the needs analysis must be done carefully. Research activities were carried out in 5 public and private schools in Jember Regency. The learning model that used all this time was analyzed by giving out a questionnary to 5 historical trainer to find out the needs of the trainer for a new innovative learning model. The results of this study found that (1) 80% of students were barely able to think historically and 20% of students could not think historically at all, (2) the method that used by educators is 40% using the PBL learning model, 20% of CTL, 20% of inquiry, and 20% of lectures, (3) 80% of students were interested and motivated by the present learning model but still not effective, and 20% of students were not interested by the learning model, (4) 40% of students still do not have good initial knowledge in history learning so they need extra guidance and 60% of students have good initial knowledge, but they need a long time to understand it, (5) 60% of educators think that class discussions, online or offline, makes a gap between active and passive students, and 40% think there is no gap between them (6) 60% of educators use the different learning model between online and offline classes but not optimal, and 40% use the same learning model both online and offline classes. The results of this study are used as the basis for developing the ICARE blended learning model in history learning. | ||
| 546 | |a en | ||
| 690 | |a The Needs Analysis of Expansion Blended Learning Using Icare's Model in History Learning for Tenth Grade in Senior High School Level | ||
| 655 | 7 | |a Article |2 local | |
| 787 | 0 | |n http://repository.unej.ac.id/handle/123456789/104998 | |
| 856 | 4 | 1 | |u http://repository.unej.ac.id/handle/123456789/104998 |z Get Fulltext |