Development of Blended Learning Model Based on Nine Instructional

Event to Increase Learning Expectations Concepts and Procedures

Sudarman, Sugeng

Mulawarman University, Indonesia, Samarinda, Indonesia.

Keywords: Blended Learning Model, Nine Instructional Events.

Abstract: Learning strategies have changed the learning approach that can be done anywhere, anytime, with anyone,

through anything. Research development of blended learning model based on instructional nine events as an

alternative. The research instrument is used to measure the validity of models, media, and media appeal.

Qualitative descriptive statistics are used to describe the product; descriptive quantitative to describe the

feasibility of learning tools, instructional materials, interactive media, and pages. The results of the analysis

of student learning characteristics include learning styles on aspects of modalities (using learning style

analysis), and cognitive style (using learning style analysis developed by Kolb). The result of Visual, Audrey,

Kinaesthetic learning style validity test shows that there are 28 out of 30 instruments categorized valid). The

result of learning style reliability test showed the coefficient of Alpha reliability with the medium category.

The result of this research is related to the development of learning tools and learning resources in the form

of printed products, audio visual, internet (e-learning), Content Management System and Learning

Management System web (sudarmantep.com and kuliah.daremantep.id1945.com), with main components:

effectiveness , efficiency, and attractiveness.

1 INTRODUCTION

Learning is a process of interaction between lecturers

and students conducted by using various learning

patterns. Improving the quality of learning is done by

choosing, establishing, and developing optimal

learning methods to achieve the desired results

(Degeng, 1991). Therefore, the design of learning

needs to be developed in line with the tendency of

future learning, especially aspects of strategy and the

content of learning. The tendency of the learning

strategy changes toward learning that can be done

anywhere, anytime, with anyone, through anything.

Materials/content and learning results remain with

regard to the ability of students to understand the

concepts and procedures of science learned. The

reality on the ground shows that most of the learning

in universities is still done in a classical way. The

lecturer should not only transfer of knowledge but

also followed by transfer of skill. This weakness can

be overcome along with the rapid development of

technology. Thus, it is necessary to design a learning

model that combines technological progress as well

as improving the quality of learning by Blended

Learning model (Graham, 2006; Sudarman, 2013).

The blended learning model is widely used in

learning activities. (Šafranj, 2013) apply English

learning procedures using information technology

means; (Porter, 2014) adopted a blended learning

model for secondary schools; (Tshabalala, Ndeya-

Ndereya and van der Merwe, 2014) applied blended

learning to develop universities. According to

(Solera, R.Solera and Arayab, 2017), for different

curriculum designs at every level, the main aspects of

the blended learning model include micro-learning

planning and didactic orientation of the teaching and

learning process in the classroom. (Singera and

Stoicescu, 2011) recognizes that the use of blended

learning models as a tool to strengthen teaching

competencies.

Learning The blended learning model is done by

combining the advantages of learning through three

main activities: (1) face-to-face learning, (2)

interactive computer-based learning, and (3)

computer-based learning through online internet

(Heinze and Procter, 2006; Januszewski and

Molenda, 2008); or through e-learning (Collis and

Moonen, 2001; Graham, 2006), allowing access to

learning objects, and the indexing of materials from

learning resources (M.H. et al., 2003)

Sudarman, . and Sugeng, .

Development of Blended Learning Model Based on Nine Instructional Event to Increase Learning Expectations Concepts and Procedures.

DOI: 10.5220/0008409401710180

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 171-180

ISBN: 978-989-758-391-9

171

Given the combination of learning mode, it will

lead to more effective learning and ease of access to

learning (Graham, Allen and Ure, 2003). According

to (Osguthorpe and Graham, 2003), blended learning

modelling strategy is used for (1) enriching learning

management, (2) knowledge access, (3) social

interaction, (4) personal agency, (5) cost

effectiveness, and (6) ease of revision. With the

implementation of this strategy will be obtained the

contribution of knowledge through the exploration of

content management strategies, presentation

strategies and management strategies (Reigeluth,

1983; Degeng, 1989). In addition, it is also useful as

a preliminary finding of a learning development

function that is a research theory whose results can be

used as a foothold for the development of other

functions, such as the production function of learning

resources (Association for Educational

Communications and Technology (AECT), 1979;

Seels and Richey, 1994). Students have more

opportunities to develop themselves and take

responsibility for themselves (Hooper, 1992;

Saunders and Klemming, 2003), improve their social

competence, increase student confidence (Byers,

2001), improve information-digging and

achievement skills (Kendall, 2001). Therefore, the

focus of this research is to develop a blended learning

model design based on nine instructional events to

improve the acquisition of learning concepts and

procedures. In general, this research aims at

designing, developing, evaluating, revising, and

producing nine instructional events based blended

learning design based on conceptual and procedural

comprehension-oriented study materials in the course

of research methodology.

The definition of blended learning by experts still

varies. Blended learning is an integrated combination

of conventional learning approaches and online

learning based on pages, media combinations and

defences tools, and a combination of a number of

pedagogical approaches (Alavi and Gallupe, 2003) as

a combination of various pedagogical or teaching

approaches, such as collaborative learning with

support in conventional classrooms (Trapp, 2006) as

a pedagogical approach that combines classroom

effectiveness and socialization with technology to

create active learning in an online advocacy

environment (C. Dziuban, Hartman and Moskal,

2004) as a learning activity that combines the

advantages of online learning and learning in

conventional classrooms (Anderson and Krathwohl,

2001) as learning that can replace personal meetings

(face-to-face) with virtual sessions (Young, 2002).

(Kurtus, 2004) states that "blended learning is a

mixture of the various learning strategies and delivery

methods that will optimize the learning experience of

the user. Classroom training sessions, Computer-

Based Training (CBT) via a CD-ROM, Web-Based

Training (WBT) can be combined as a way to train

the learners ". Thus, blended learning is a mixture of

various learning strategies and delivery methods that

optimize the learning experience for its users; or seen

as conventional learning enriched with the use of

technology.

Based on the above definition of blended learning,

(Graham, 2006) has analysed the definition and

synthesized it into three categories of blended

learning point of view, namely (1) learning

modalities, (2) learning methods, and (3) face-to-face

learning and learning with the help of a computer.

First, as a combination of different modalities or

delivery media, blended learning is seen as a learning

program that is more than one way of delivery with

the goal of optimizing learning outcomes and cost

efficiency (Singh and Reed, 2001) or as a mix of

various delivery media designed to complement each

other (Singh, 2013). In this category, (Bersin, 2004)

says "Blended learning is the combination of different

training 'media' (technologies, activities, and types of

events) to create an optimum training program for a

specific audience)." how to combine face-to-face,

online, and offline learning processes to improve the

effectiveness, efficiency of learning, and make

attractiveness and joyfulness more enjoyable.

Second, based on the categories of learning

methods, blended learning as a combination of

various pedagogic approaches (constructivism,

behaviourism, cognition-vims) to achieve learning

outcomes, whether or not with technology in learning

(Driscoll, 2002). However, this condition contains a

blurring of meaning, as it can almost be used to

describe all environmental advocacy (Graham, Allen

and Ure, 2003; C. D. Dziuban, Hartman and Moskal,

2004).

Third, blended learning as face-to-face learning

and computer-assisted learning (Graham, Allen and

Ure, 2003); as a combination of face-to-face learning

with technology-based learning (Kerres and DeWitt,

2003); means mixing or a combination of learning or

a blend of the ideal, harmonious, ideal, online face-

to-face learning elements (Heinze and Procter, 2006).

Mean, blended learning can be interpreted as

conventional learning enriched by using technology.

There are six reasons for using blended learning:

(1) pedagogical wealth, (2) knowledge access, (3)

social interaction, (4) private institutions, (5) cost

efficiency, and (6) ease of revision. (Osguthorpe and

ICLI 2018 - 2nd International Conference on Learning Innovation

172

Graham, 2003). These reasons show the benefits and

challenges in the use of blended learning models.

Therefore, learning blended learning model is

done by combining the advantages of learning

through three main activities, namely (1) face-to-face

learning, (2) interactive offline computer-based

learning, and (3) computer-based learning via internet

online or via e -learning. According to (Graham,

2006; Garrison and Vaughan, 2008), the combination

model must follow the standards of technology,

pedagogy, and context. (Oliver and Trigwell, 2005)

provide the most commonly used blended learning

dimensions, and is shown in Table 1.

Dimensions of blended learning, on the

implementation of learning should be seen in the

design of learning blended learning model. The

design of learning, as a process to determine the best

method of learning to arise changes in knowledge and

skills in participants. According to (Miarso, 1987),

the design of learning as a development of

instructional systems, instructional design,

instructional programs, instructional products,

organization, or the development of faculty. (Staker

and Horn, 2012) classify blended learning models

that have been implemented in primary and secondary

education in the United States, including (a) Rotation

Models, (b) Station Rotation, (c) Rot Rotation, (d)

Flipped Classroom, (e) Individual Rotation, (f) Flex

Model, (g) Self-Blend Model, and (h) Enriched-

Virtual Model. Every model of blended learning, has

differences in learning practices, but each has its own

advantages.

Table 1: Blended learning dimension.

Dimensions

Descriptions

Presentation

Mode

A combination of conventional

learning with page-based online

learning

Technology

A combination of various media and

technology devices

Pedagogy

A combination of different

pedagogical approaches

Chronology

The synchronous and asynchronous

approach

Implementation The blended learning model

includes synchronous and asynchronous learning. A

face-to-face learning strategy, referring to (Gagne,

1983) thought that includes nine events of instruction,

(1) attracts attention, (2) notifies learning objectives,

(3) stimulates memory, (4) presents material

teaching, (5) providing learning guidance, (6)

encouraging performance, (7) providing informative

feedback, (8) assessing performance, and (9)

increasing retention and transfer of learning. These

nine events are successive stages in a learning process

in order to create a conducive condition so that the

learning process runs effectively and efficiently. In

general, blended learning has three characteristics.

First, it is flexible in providing learning resources

(Kuhn, Clark and Huang, 2000); Secondly, it

provides a diversity of learning and a third,

experience of e-learning experience on campus.

The acquisition of learning as an overview of

students' understanding of the topics studied, and

measured by the number of correct answer scores on

acquisition test. This test refers to two kinds of goals,

namely concepts and procedures. Many learning and

development theories differentiate between

conceptual and procedural knowledge (Bisanz and

LeFevre, 1992). In addition, learning acquisition is

influenced by various factors, both internal and

external factors, and also influenced by three main

factors, it is a cognitive ability, motivation, and

quality of learning (Bloom, 1979). The cognitive

model of the relationship between different

knowledge types can facilitate a common

understanding of the human mind, and help design the

context of conceptual knowledge (Rittle-Johnson,

Siegler and Alibali, 2001); and that knowledge is

stored in some form of relational representation, such

as schemes, semantic or hierarchical networks

(Byrnes and Wasik, 1991); With regard to task

completion, students tend to rely on conceptual

knowledge to produce problem-solving methods

(Briars and Siegler, 1984; Bisanz and LeFevre, 1992).

According to (Anderson and Krathwohl, 2001),

conceptual knowledge becomes the basis for

understanding, and consists of three subtypes, namely

(a) knowledge of classification and category, (b)

knowledge of principles and generalizations, and (c)

knowledge of theories, models and structure. Thus,

the acquisition of learning includes two things,

namely concepts and procedures; and influenced by

internal and external factors of the learners

themselves, cognitive ability, motivation and quality

of learning.

Procedural knowledge is seen as operator

knowledge and knowledge conditions to achieve

certain goals (Byrnes and Wasik, 1991); or as

knowledge of how to do things (Anderson and

Krathwohl, 2001) includes knowledge of skills,

algorithms, techniques, and methods as a whole

known as procedures (DeJong and Ferguson-Hessler,

1996), including familiarity with representational

systems of mathematical symbols and knowledge of

rules and procedures for solving exercises in

mathematics (Hiebert and Lefevre, 1986). With

regard to the acquisition of learning, (Merrill, 2012)

Development of Blended Learning Model Based on Nine Instructional Event to Increase Learning Expectations Concepts and Procedures

173

reveals that the acquisition of learning basically

consists of two dimensions, namely the dimensions of

content and performance dimensions. Content

dimensions consist of: facts, concepts, procedures,

and principles. Based on the above description,

procedural knowledge as operator knowledge

includes a variety of skills, techniques, algorithms

and others to solve the problems faced and to achieve

the learning achievement as planned

2 METHODS

This research uses Research and Development (R &

D) method, and its implementation follows the first

seven stages of (Borg and Gall, 1989), i.e. (1)

Preliminary Research and Data Collection, (2)

Planning, (3) Preliminary Product Creation, 4) Initial

Testing, (5) Preliminary Product Repair, (6) Field

Trial, (7) Operational Product Repair. This is

because, in the first year, the research aims to develop

the product of learning design model, printed

teaching materials, audio teaching materials, audio

visual teaching materials, video teaching materials,

interactive multimedia teaching materials, and

teaching materials contained in WEB, packaged in

the form of CD-ROM, in order to be used by students

to study courses in educational research

methodology.

The design of multimedia development using the

development model of (Lee and Owens, 2004). This

is in accordance with the needs of lectures on

Educational Research Methodology in FKIP Unmul,

FKIP Unikarta, FKIP Widyagama and FKIP UBT.

Students from the four FKIP were taken as research

samples. The multimedia development model is

shown in Figure 1.

2.1 Analysis / Assessment

In the analysis phase consists of needs assessment and

front-end analysis, including (1) analyzing existing

conditions; (2) identify what needs to be mastered

(knowledge, attitude, and skill) to complete a task; (3)

formulate objectives that have been identified

sequentially from the most important; (4) identifying

the differences between expected conditions

objectives and existing conditions, (5) determining

and documenting existing advantages; (6) determine

a priority in the effort to overcome the existing

problems.

Figure 1: Lee and Owens multimedia development model.

The front-end analysis is subdivided in several

steps. Student Analysis, at this stage is done the

analysis of initial ability and characteristics of

students. Technology Analysis, at this stage is

analyzed is the availability of technology types in the

learning environment. Situation analysis, this relates

to the consideration of the learning environment in

the delivery of the material, in order to make it

possible to find effective solutions for the delivery of

the material. Learning Analysis, to outline the steps

in achieving the learning objectives. Problem

Analysis, all data that has been collected and then

discussed to see the problems that exist. Special

Ability Analysis is based on the results of initial

capability analysis and student characteristics,

learning analysis, and the determination of

capabilities and skills and sub-sub capabilities and

sub-skills that are considered important. Media

Analysis, as the media selection stage according to

the availability of technology in the learning

environment that is considered the best in delivering

learning materials. Analysis of data availability,

related to the availability of learning materials

developed. Cost Analysis, to take into account

development costs.

2.2 Designing

The design stage is divided into five steps: Create

Project Schedule; Forming a Project Team;

Specifying Media Specifications; Content Structure

Content / Outline; and Control Configuration.

2.3 Development and Implementation

At this stage is done in 4 steps, namely: 1) making

storyboard, 2) production, 3) the pilot and program

reviews are conducted in three stages: editorial,

functional, technical review; 4) Implementation is the

stage of application of media in learning activities. 4)

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Implementation is the stage of application of media in

learning activities.

2.4 Evaluation

The concrete steps taken by lecturers in the Research

Methodology when looking at the activities,

motivation, and interest of the students are low in

following the lectures: (a) Varying learning

strategies, (b) Providing individual tasks to create

research plans (proposal) and presented individually,

significant benefits, for example to make students

more interested, (d) Provide tasks by themselves and

discussed in front of the class, and (e) Provide

rewards for students who already perform their duties

with either as a replacement for quiz I or quiz II. In

this study the steps taken are a combination of Alessi

and Trollip (Luik, 2006), and nine instructional

events (Gagne, 1983)and illustrated as shown in

Table 2.

Table 2: Step learning model based nine instructional event.

Stages

Steps of

Learning

Nine Instructional

Events

Submission of

information

Draw attention

Inform the learning

objectives

Stimulate memory

Present teaching

materials

Student guidance

Provide tutoring

Practice

Encourage performance

Provide informative

feedback

Assessment of

learning

Assess performance

Improve retention and

transfer of learning

This study involves some data regarding the

development of learning tools and learning resources

in the form of print, audio-visual, computer, internet

(e-learning) products, in CMS and LMS website, with

major variable components of effectiveness,

efficiency and attractiveness. Several research

instruments (questionnaires) were used to measure

the validity of models, media, and media appeal,

developed and developed by the research team on the

basis of the variables translated into research

indicators. Data analysis using qualitative descriptive

statistical technique to describe the product; and

quantitative descriptive statistics to describe the

feasibility of learning tools, instructional materials,

interactive media and the website http://

sudarmantep.com and

http://kuliah.daremantep.id1945.com.

3 RESULTS AND DISCUSSION

3.1 Development Results

This first year research is a development research that

aims to produce blended learning model based on

instructional event nine to the diversity of learning

styles of students on lectures Research Methodology.

The result of the analysis of Blended Learning Model

needs to show that in the lectures of Research

Methodology in the four FKIP (FKIP Unmul, FKIP

Unikarta, FKIP Widyagama, and FKIP UBT) there is

a diversity of learning tools, web development and

interactive multimedia development.

The results of the analysis of student learning

characteristics include learning styles on aspects of

modalities (using VAK analysis), and cognitive style

(using learning style analysis developed by KOLB).

VAK Learning Style Instrument (Visual, Auditory,

and Kinesthetic) in the form of a questionnaire refers

to the Learning Styles Self-Assessment

Questionnaire; consists of 30 items and each item

consists of 3 options. Each option is in the form of a

statement regarding the type of learning style of

VAK. The result of VAK learning style validity test

shows that there are 28 out of 30 instruments (N = 340

student respondents) categorized valid (analysis with

SPSS assistance, selected item with Sig. <). The

result of VAK learning style reliability test showed

the coefficient of Alpha reliability with medium

category. The result of descriptive analysis of VAK

learning style data according to faculty level is shown

in Figure 2.

Figure 2: Learning styles of VAK by faculty level.

Development of Blended Learning Model Based on Nine Instructional Event to Increase Learning Expectations Concepts and Procedures

175

Figure 3: The experimential learning cycle (Kolb, 1984).

Figure 4: Result of percentage learning style of KOLB.

The KOLB Learning style instrument in the form

of a questionnaire refers to KLSI (The Kolb Learning

Style Inventory) (Kolb, 1984). This instrument

consists of 12 grain aspects and each grain aspect

consists of 4 items of statement (as the fourth option

must be answered by the respondent), so that the

instrument there are 48 items. Quantification of

optional scores from each item of KOLB statement

are 1, 2, 3, and 4. The result of validity test of learning

style KOLB (n = 48 gram; N = 424 students) indicates

that the whole item of learning instrument KOLB is

categorized as valid (analysis with the help of SPSS,

selected item with Sig. <). The result of KOLB style

learning instrument reliability test showed the value

of Alpha coefficient of reliability with medium

category.

The learning styles of KOLB are classified into 4

main conditions of learning characteristics: Concrete

Experience (CE), Reflective Observation (RO),

Abstract Conceptualization (AC), and Active

Experimenta tion, AE), and shown in Figure 3.

The result of descriptive analysis of learning style

data of KOLB according to four classification of

condition overall obtained the result shown in Figure

The four classifications of learning style of KOLB

are further categorized based on learning

characteristics into four learning style characters

according to clinical observation of Learning Style

Inventory (LSI) score pattern (Kolb, 1984, Kolb &

Kolb, 2005), ie (1) Diverging (Diverger (2)

Assimilating (Assimilator, combination of RO and

AC), (3) Converging (Convergence, combination of

AC and AE), and (4) Accommo-dating

(Accommodator, AE and CE mix). The results of the

analysis show that the characteristics of each study

category for the learning category Assimilator is

53%, Converge 20% and Accomodator 26%, but the

diverger type is not found in the study program in

FKIP.

3.2 Design of Blended Learning Model

Design of Blended Learning Model Based on Nine

Instructional Event shown in Figure 5. The following

is the stages in the design.

 Identify learning needs and learning

achievement analysis.

 Identify the character of the student. This is

related to the needs of the learning design

process, namely in the form of learning

motivation, learning style, study habits,

learning ability, and thinking about the

application of the material being studied.

 Special ability analyses as the process of

learning achievement of subject matter

(CPMK) become sub CPMK or special ability

which is arranged logically and systematically.

 Write down special abilities. Peruvian special

skills as a guide determine the level of

achievement of student learning behavior

(knowledge, attitude and skills).

 Learning delivery strategy, implemented using

the nine instructional event stage combined

with blended learning strategy

 Develop a learning resource. in the form of

interactive multimedia, pages (web) and

teaching materials.

 Develop a formative and summative evaluation

plan

 Revision of instructional design based on

formative and summative evaluation results.

 Results of Data Analysis Research

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176

Figure 5. Blended Learning Model Design based on Nine Instructional Event

3.3 Result of Data Analysis Research

3.3.1 Expert Review of Materials

The first trial was a material review by a material

expert to derive a theoretical conclusion of the

product's feasibility. The material expert is a

professor at FKIP Unmul, as well as having

experience in teaching research methodology courses

at undergraduate and postgraduate courses. Aspects

validated by the material expert include: (a)

Introduction, (b) Presentation of the title, (c) Material

depth, (d) Student participation, and (e) Assessment /

evaluation. The results of review of material experts

reviewed by researchers, as a basis for revision of

learning media products from the material aspects.

3.3.2 Overview of media experts

The media expert who examines the learning media

product (interactive multimedia, web) is a media

practitioner and one of the lecturers of computer

science high school in East Kalimantan. Aspects on

media validated by 2 experts include: (a) Display

quality, (b) Presentation of material, (c) User

interaction, and (d) Interaction in media programs. In

all aspects of the media, both experts (validators)

stated that the Media used in Phase 1 and Phase 2, is

suitable for testing activities. The results of validation

of material experts and media experts stated that the

various media products produced in this study is

feasible to be tested to the students through field

testing.

3.3.3 Field test of student’s response

Based on the data collected related to Blended

Learning, it is found that aspects (a) Student interest

is 87.43%; (b) desire and desire of students 88.82%;

83.45%. This condition indicates that the desire and

the desire of students to apply Blended Learning in

learning is the biggest, that is 88,82% although their

satisfaction level only reach 83,45%.

3.3.4 Research Products Targeted

Teaching Materials Research Methodology with

blended learning model based on nine instructional

events. This device consists of RPS, and RPP with

blended learning model based on nine instructional

events. Interactive multimedia based blended

learning, website for instructional

http://kuliah.daremantep.id1945.com and

http://sudarmantep.com

4 DISCUSSION

Today, the tendency of learning strategies has

changed the traditional learning approach to today's

learning so it can be done anywhere, anytime, with

anyone, through anything. Material and learning

outcomes regarding the ability of students to

understand the concepts and procedures of the

discipline studied. One alternative model of learning

to overcome it is the blended learning model based on

nine instructional events. In the blended learning

model, learning is done by combining the advantages

Development of Blended Learning Model Based on Nine Instructional Event to Increase Learning Expectations Concepts and Procedures

177

of learning through three main activities, namely: (1)

face-to-face learning, (2) interactive offline

computer-based learning, and (3) computer-based

learning through online internet; and can be

implemented through e-learning. However, the

Combination Model must follow the standards of

technology, pedagogy, and context.

The condition shows that blended learning model

applying information technology progress in real so

that student becomes more interested to learn. The

products of this research are learning model design,

printed teaching materials, audio teaching materials,

audio visual teaching materials, video teaching

materials, interactive multi-media teaching materials,

and teaching materials contained in the WEB,

packaged in CD-ROM format. used by students in

study courses in educational research methodology.

From these products, then the results of research that

developed this learning model is very supportive for

the ease and completeness of students studying

lecture materials Research Methodology.

The implementation of this research activity is the

first year of 3 years of all research activities.

Therefore the results of product development in this

first phase of research will be continued in the next

stage of research, so that the resulting product better

and more useful for education.

5 CONCLUSIONS

Product development model of learning learning

based on nine instructional events blended learning

consists of four supporting components namely a)

web with open source claroline platform with content

technology and learning management system, and

web CMS to facilitate access information for the

public b) Interactive media in the form of CD tutorial

for offline learning and c) Text teaching materials, d)

Learning device learning model of blended learning

based nine instructional events on the research

methodology course.

Web learning with content technology and

learning management system has several facilities in

the form of: a) announcement facility, b) Document

Facility, c) Assigment Facility, d) Facilities forum, e)

Discussion facility, has obtained a very feasible

predicate for use either by material experts , media

expert and field test.

The interactive learning media as a medium of

offline learning facility consists of material

components in the form of pdf text, video tutorials,

interactive quizzes, has earned a very worthy

predicate for use by material experts, media experts

and field test.

Text materials facilitate face-to-face advocacy,

each chapter of the lesson, covering (1) the title of the

chapter, (2) the content framework, the learning

achievement, and the learning outcome indicator, (3)

the material exposure, (4) the summary, (5) the

Student worksheet, and (6) the final test of the

chapter.

Learning tools contain RPS, which consists of

learning achievement subjects, Sub-CPMK, and the

distribution of study materials for one semester.

Learning tool also contains RPP with learning model

of blended learning based on instructional nine event,

has got very good predicate to be used either by

material expert or media expert.

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