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The application of a five-component blended learning strategy in rate reaction lab work

The COVID-19 pandemic has caused all learning in Indonesia to be carried out online. For more than a year, the learning was carried out online. Here, we present a description of online learning conducted for undergraduate students of chemistry education at the chemistry department at a public univer...

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Main Authors: Nur Candra Eka Setiawan, Nur Candra Eka Setiawan, Rosli, Mohd. Shafie
Format: Conference or Workshop Item
Published: 2023
Subjects:
H Social Sciences (General)
Online Access:http://eprints.utm.my/107952/
http://dx.doi.org/10.1063/5.0112187
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spelling my.utm.1079522024-10-16T06:57:08Z http://eprints.utm.my/107952/ The application of a five-component blended learning strategy in rate reaction lab work Nur Candra Eka Setiawan, Nur Candra Eka Setiawan Rosli, Mohd. Shafie H Social Sciences (General) The COVID-19 pandemic has caused all learning in Indonesia to be carried out online. For more than a year, the learning was carried out online. Here, we present a description of online learning conducted for undergraduate students of chemistry education at the chemistry department at a public university in East Java on reaction rate lab work material. The blended learning strategy consisted of five stages: Discover, Learn, Practice, Collaborate, and Assess (DLPCA). Under the DLPCA strategy, the asynchronous part of teaching was done with video recordings shared in the learning management system (SIPEJAR) to allow students to learn at their own pace. The synchronous part of the teaching was done using a video conferencing platform in the form of Google Meet. The DLPCA strategy was presented and discussed with students before being implemented. The analysis of teaching and learning experiences based on two indicators, (i) student learning experience and (ii) student academic achievement, showed that DLPCA had a positive impact on students. The challenges identified were the stability of the internet connection and hands-on learning experiences in understanding laboratory tools. Instructors must also find ways to increase their interactions with students and maintain student interest and engagement during online classes. The study also shows that most of the learners are satisfied with the DLCPA strategy. Therefore, this strategy is considered manageable that can be adapted to complete online instruction for other Bachelor of Chemistry Education Courses. 2023 Conference or Workshop Item PeerReviewed Nur Candra Eka Setiawan, Nur Candra Eka Setiawan and Rosli, Mohd. Shafie (2023) The application of a five-component blended learning strategy in rate reaction lab work. In: 5th International Conference on Mathematics and Science Education: Science and Mathematics Education Research: Current Challenges and Opportunities, ICoMSE 2021, 3 August 2021-4 August 2021, Virtual, Online, Malang, Indonesia. http://dx.doi.org/10.1063/5.0112187
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic H Social Sciences (General)
spellingShingle H Social Sciences (General)
Nur Candra Eka Setiawan, Nur Candra Eka Setiawan
Rosli, Mohd. Shafie
The application of a five-component blended learning strategy in rate reaction lab work
description The COVID-19 pandemic has caused all learning in Indonesia to be carried out online. For more than a year, the learning was carried out online. Here, we present a description of online learning conducted for undergraduate students of chemistry education at the chemistry department at a public university in East Java on reaction rate lab work material. The blended learning strategy consisted of five stages: Discover, Learn, Practice, Collaborate, and Assess (DLPCA). Under the DLPCA strategy, the asynchronous part of teaching was done with video recordings shared in the learning management system (SIPEJAR) to allow students to learn at their own pace. The synchronous part of the teaching was done using a video conferencing platform in the form of Google Meet. The DLPCA strategy was presented and discussed with students before being implemented. The analysis of teaching and learning experiences based on two indicators, (i) student learning experience and (ii) student academic achievement, showed that DLPCA had a positive impact on students. The challenges identified were the stability of the internet connection and hands-on learning experiences in understanding laboratory tools. Instructors must also find ways to increase their interactions with students and maintain student interest and engagement during online classes. The study also shows that most of the learners are satisfied with the DLCPA strategy. Therefore, this strategy is considered manageable that can be adapted to complete online instruction for other Bachelor of Chemistry Education Courses.
format Conference or Workshop Item
author Nur Candra Eka Setiawan, Nur Candra Eka Setiawan
Rosli, Mohd. Shafie
author_facet Nur Candra Eka Setiawan, Nur Candra Eka Setiawan
Rosli, Mohd. Shafie
author_sort Nur Candra Eka Setiawan, Nur Candra Eka Setiawan
title The application of a five-component blended learning strategy in rate reaction lab work
title_short The application of a five-component blended learning strategy in rate reaction lab work
title_full The application of a five-component blended learning strategy in rate reaction lab work
title_fullStr The application of a five-component blended learning strategy in rate reaction lab work
title_full_unstemmed The application of a five-component blended learning strategy in rate reaction lab work
title_sort application of a five-component blended learning strategy in rate reaction lab work
publishDate 2023
url http://eprints.utm.my/107952/
http://dx.doi.org/10.1063/5.0112187
_version_ 1814043567311552512
score 13.211869

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