Universal Journal of Educational Research Vol. 8(11B), pp. 5801 - 5815
DOI: 10.13189/ujer.2020.082214
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Blended Learning as Instructional Model in Vocational Education: Literature Review

Krismadinata ¹, Unung Verawardina ^1,2,*, Nizwardi Jalinus ¹, Fahmi Rizal ¹, Sukardi ¹, Putu Sudira ³, Dochi Ramadhani ², Arina Luthfini Lubis ⁴, John Friadi ⁵, Ari Syaiful Rahman Arifin ¹, Dony Novaliendry ^1,6
1 Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
² Information Technology and Computer Education, IKIP PGRI Pontianak, Pontianak, Indonesia
³ Technology and Vocational Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
⁴ Faculty of Engineering, Universitas Ibnu Sina Batam, Batam, Indonesia
⁵ Department of Information System, Faculty of Engineering, Universitas Batam, Batam, Indonesia
⁶ Department of Electronic, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan

ABSTRACT

This article aims to examine and provide an explanation of the blended learning model in vocational education. The method used is a meta-analysis method. All data contained in published studies were all used. Sampling suitable for meta-analysis using surveys, laboratory experiments and field studies is based on the results of literature studies from pre-existing research, covering 45 publications, through studies of scientific sources, indexed international journals and relevant books, and also from several findings. Based on the research results, blended learning is a learning process that combines face-to-face learning and online learning. Before implementing blended learning in vocational education, things that need to be considered first for the implementation of blended learning are the normal development of the blended learning model, application of topology, and also knowing the characteristics of the institution. Particularly in the field of vocational, one must be able to adapt to vocational education, infrastructure, technology, learning, pedagogical principles, activity assessment, baiting processes, interactions, resources, activities, infrastructure, culture, management and organization, ethics, etc. Furthermore, it is also necessary to make the blended learning stage more systematic, starting from the stage of creating conditions for success, planning, implementing, and improving with the sub-stages. There were four blended learning models to choose from, namely the rotation model (consisting of rotation model, lab rotation, and flipped individual classroom rotation), flex model, self-blend model, and enriched-virtual model.

KEYWORDS
Model Blended Learning, Vocational Education, Online Learning, Face to Face Learning

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Krismadinata , Unung Verawardina , Nizwardi Jalinus , Fahmi Rizal , Sukardi , Putu Sudira , Dochi Ramadhani , Arina Luthfini Lubis , John Friadi , Ari Syaiful Rahman Arifin , Dony Novaliendry , "Blended Learning as Instructional Model in Vocational Education: Literature Review," Universal Journal of Educational Research, Vol. 8, No. 11B, pp. 5801 - 5815, 2020. DOI: 10.13189/ujer.2020.082214.

(b). APA Format:
Krismadinata , Unung Verawardina , Nizwardi Jalinus , Fahmi Rizal , Sukardi , Putu Sudira , Dochi Ramadhani , Arina Luthfini Lubis , John Friadi , Ari Syaiful Rahman Arifin , Dony Novaliendry (2020). Blended Learning as Instructional Model in Vocational Education: Literature Review. Universal Journal of Educational Research, 8(11B), 5801 - 5815. DOI: 10.13189/ujer.2020.082214.