Students’ Perspectives on the Design and Implementation of a Blended Learning in Practicum

Abstract

Abstract This research aimed to investigate the implementation of blended learning (BL), which was designed in a group of pre-service chemistry teachers at higher education institutions. Blended learning was implemented by holding face-to-face lectures combined with online lectures using the Schoology Learning Management System (LMS). Meanwhile, the research employed a qualitative approach. The purpose of this study was to discover learning experiences and perceptions of students who have applied BL in practical learning. The results showed that students found new experiences during blended learning. Based on experience, students felt independence, flexibility, and ease in working on problems. Furthermore, students’ perceptions showed a comfortable feeling because learning process was flexible, structured, active, and up-to-date. Given the advantages of BL, pre-service chemistry teachers expressed their interest in applying BL to the learning process when they have become teachers. However, there were some shortcomings of BL, namely slow internet connection and Schoology LMS that often logged the students out on its own during test. However, students liked the flexibility of classes conducted by video call via WhatsApp application. In further research, it is necessary to redesign the learning process, so that the communication between lecturers and students will be balanced during face-to-face learning and online learning and the learning process will be more effective.