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The impact of blended learning applied in textile physics course on pattern grading learning outcomes

AIP Conference Proceedings 2021年第1期2320卷

作者： Dewi Suliyanthini Fajar Yulianur Harsuyanti Lubis Vivi Rodiona Yoga Matin Albar 1Apparel Design Program of the Faculty of Engineering Universitas Negeri Jakarta Jakarta 13220 Indonesia 2BINUS University Jakarta Indonesia

This study aimed to find out the impact of blended learning on student learning outcomes in the pattern grading lesson taught in the Textile Physics course. This pre-experimental one-group pretest-posttest study involved 68 students from the apparel design program of the Faculty of Engineering at Universitas Negeri Jakarta. The study engaged participants to learn pattern grading in face-to-face and blended learning environments. The students were assessed before and after receiving each treatment. Then, the results were presented and compared. This study revealed that blended learning had been proven successful in improving student learning outcomes by 28%, which was higher than the conventional method, which was only 11%. Thus, it suggests that blended learning made a more significant impact on student learning outcomes at pattern grading compared to face-to-face learning.

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Student cognitive level achievement in the textile chemistry lesson conducted in a blended learning environment

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AIP Conference Proceedings 2021年第1期2331卷

作者： Dewi Suliyanthini Fajar Yulianur Eneng Lutfia Zahra Vivi Radiona Harsuyanti Lubis 1Apparel Design Study Program Faculty of Engineering Universitas Negeri Jakarta Jl. Rawamangun Muka Jakarta Timur 13220 DKI Jakarta Indonesia 2Bina Nusantara University Jl. Pasir Kaliki No.25-27 Bandung Jawa Barat 40181 Indonesia

This study was to identify students’ cognitive level achievement after participating in the Textile Chemistry lesson conducted in a blended learning environment. This study was carried out with a one-group posttest-only design involving 54 undergraduate students of apparel design study program Universitas Negeri Jakarta. During the teaching- learning process, the studied group was engaged in teaching-learning activities conducted with various online learning platforms, including LMS Moddle, Youtube, Zoom, and Whatsapp Messenger. At the end of the lesson, the students composed post-experimental reports which were then scored and analysed. The result of this study revealed that in a blended learning environment, 13% students only achieved C3 (applying) with an average score of 71.37, 55.5% students only achieved C4 (analyzing) with an average score of 82.7, and only 31.5% students successfully achieved C5 (synthesizing) with an average score of 88.7.

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