Evaluating the Effectiveness of Online and Blended Learning Implementation for PPG Prajabatan Students
DOI:
https://doi.org/10.64733/journalalfa.v4i2s.214Keywords:
Blended Learning, Digital Pedagogical Competence, Online Learning, Ppg Prajabatan, Teacher EducationAbstract
The study aimed to analyse the implementation of online and blended learning in enhancing students’ learning achievement and digital pedagogical competence. This study employed a descriptive quantitative research design. The participants consisted of 20 PPG Prajabatan students in the Pendidikan Pancasila dan Kewarganegaraan programme who participated in the Online and Blended Learning course. Data were collected from various learning activities, including problem identification related to educational technology and Artificial Intelligence, reflection activities, case discussions, instructional design development, peer review activities, mid-term examination, and final examination. The collected data were analysed using descriptive statistical analysis to determine students’ learning achievement. The findings showed that students demonstrated positive learning outcomes after participating in online and blended learning activities. All participants achieved a very good performance category, indicating that the learning activities successfully supported students’ competency development. The results also showed that students were able to engage in instructional design processes, collaborative discussions, reflection, and technology-based learning activities. The study implied that well-designed online and blended learning environments could effectively support the development of digital pedagogical competence among future teachers. These findings contributed to teacher education practices by highlighting the importance of integrating technology-supported learning experiences in preparing professional teachers for digital education.
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