Evaluasi Blended Learning Pada Mata Kuliah Menulis Karya Ilmiah Menggunakan Model Context, Input, Process, Product

Abstract

Penelitian ini bertujuan untuk menjabarkan penerapan dan mengevaluasi blended learning pada mata kuliah Menulis Karya Ilmiah pascapandemi. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif dengan fokus pada evaluasi konteks, input, proses, dan produk blended learning. Evaluasi dilakukan menggunakan model Context, Input, Process, Product (CIPP). Lokasi penelitian berada di Universitas Negeri Semarang melalui platform elena.unnes.ac.id sebagai media pembelajaran daring dan tatap muka klasikal dalam pembelajaran luring. Hasil penelitian menunjukkan: 1) pelaksanaan blended learning meliputi tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran yang memadukan pembelajaran tatap muka secara luring dan moda daring; 2) evaluasi CIPP memberikan kontribusi berupa temuan inovasi model pembelajaran, pemanfaatan teknologi secara maksimal, pola interaksi dosen dan mahasiswa, serta konstruksi baru peran dosen dan mahasiswa. Penelitian ini memiliki implikasi penting dalam mengidentifikasi kekuatan dan kelemahan program, serta memberikan masukan berharga bagi pengambil kebijakan dan praktisi pendidikan.

Evaluation of Blended Learning Courses on Writing Scientific Papers Using the Context, Input, Process, Product Model

The research aims to describe the application and evaluation of blended learning in the Writing Scientific Papers course in the post-pandemic period. The research approach used is a qualitative approach with a focus on evaluating the context, input, process, and blended learning products. Evaluation is carried out using the Context, Input, Process, Product (CIPP) model. The research location is at Semarang State University via the elena.unnes.ac.id platform as a classic online and face-to-face learning medium for offline learning. The research results show that the implementation of blended learning includes the planning, implementation, and evaluation stages of learning which combine offline face-to-face learning and online modes. Second, the CIPP evaluation provides contributions in the form of findings on learning model innovations, maximum use of technology, interaction patterns between lecturers and students, as well as new constructions of the roles of lecturers and students. This research has important implications in identifying program strengths and weaknesses, as well as providing valuable input for policymakers and educational practitioners.