Private Message Centre Plan Meeting With Integrated Calendar
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Fig.s 4. Step by step of OMF integration into OT
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Every students can access to OMF if they have account to be registered in OT and do a Sign in on OMF directly. Students then can enter the conference room if they have
been invited by the tutor. This integration of OMF into OT was conducted in physics subject matter i.e. solid state physics. The data collection consists of survey using
uestio ai e to get stude ts pe eptio of OMF i teg atio to OT a d a i -depth interview by the tutor. The data was collected in the first semester in 2012.
Data sho ed that the stude ts felt that the i teg atio of OMF i to OT e helpful to support their online learning. The students very agree that OMF can assist their
understanding the lessons and are happy to interact and communicate with tutor, learning materials and other students via video conferencing. Furthermore, the students
very agree that they can ask questions and discuss as well as get feedback -written and orally- by the tutor through chatting facility. The students felt video conferencing with
the tutor make them enjoy the learning materials.
However, there are some constraints in integrating OMF into OT. Data showed that students can access to the OMF easily only if their internet connection had good signal
strength. Thus, students who live in urban area of big cities in West Java can have that good signal strength. But, in rural area such as in Mojokerto, East Java, Indramayu
West Java, Purwokerto Middle Java, Padang West Sumatra, students could not access the OMF due to lack of the internet connection.
Last Remarks
The results showed that the integration of OMF into UT online tutorial has been implemented successfully. This integration of OMF needs to be developed in UT online
especially to assess the evaluation of online learning. But to do more widely, it is of course needs the full support from the government of Indonesia to provide a huge
a d idth i te et o e tio to all I do esia s a ea.
References
1. Bates, A.W Tony. 1995. Technology, e-learning, and distance education 2
nd
edition. Rotledge, New York. 2.
Garrison, d Randy Cleveland-Innes, Martha. 2004. Facilitating Cognitive Presence In Online Learning: Interaction Is Not Enough. The American Journal Of Distance
Education, 193, 133 –148. Diakses tanggal 3 Maret 2012.
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3. Moore, Michel G. and Kearsley Greg 1991. Distance Education, a system view.
Wadsworth Publishing Company. California 4.
Universitas Terbuka 2012. Software Open Meetings Manual. UT. Tangerang 5.
Padmo, Dewi. 1999. Interaktivitas dalam Proses Belajar Mengajar Pada Sistem Pendidikan Jarak jauh Melalui Media dalam Cakrawala Pendidikan. Universitas
terbuka. Tangerang. 6.
http:incubator.apache.orgopenmeetingsindex.html, accessed July, 30 2012.
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IMP‘OVING “TUDENT“ MOTIVATION OF LEA‘NING THROUGH THE USE OF BLENDED LEARNING: CASE STUDY OF SMKN
1 BANTUL
AlitaArifianaAnisa
1
, AnnisaRatna Sari
2
1,2
Yogyakarta State University
1
bukand_oshinyahoo.com,
2
annisars.unygmail.com
Abstract
The pu pose of this stud is to i p o e “tude t s Lea i g Moti atio th ough the use of Blended Learning Strategy. The subject of this research is the students of XAk3 class of
Accounting Program at SMK N 1 Bantul. The research was implemented in the second semester of Academic Year of 20122013. This is a Classroom Action Research study which is
done in two cycles using two kinds of data collection techniques, i.e. observation and questionnaire. The observation was used to capture the self-readiness, participation,
enthusiasm, and attendance indicators; while the questionnaire was used to capture the correlation indicator. The collected data were analyzed using qualitative analysis. A
descriptive analysis was used to c
al ulate the stude ts s o e of Moti atio of Lea i g i Accounting Subject. Based on the research result, the implementation of Blended Learning
as a le to i p o e stude ts Lea i g Moti atio lassi all . It is sho the
i p o e e ts of XAk lass s average score of Learning Motivation from 78.45 in the first cycle to 85.46 in the second cycle. In addition, the number of students who were able to
fulfill the successful criteria also increased, from 17 students in the first cycle to 26 in the last cycle, from a total of 33 students.
Keywords: blended learning, motivation of learning, accounting subject
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INTRODUCTION
Education is one of the most strategic solutions for countries that aim to improve the quality of life. Education works best if all the component of education make a reciprocal
relationship among them and perform well during the implementation of teaching and learning activities Siswoyo,2008:33. As one of the tools of education, school is a strategic meeting
point for the majority components of education in a process of teaching and learning. Teaching and learning activity itself is influenced by motivation which can be defined as the powers
i side the lea e s sel es that sti ulate the lea i g a ti ities, keep the o ti uity of the learning activities, and give a clear direction to achieve the learning objectives.
The motivation of learning usually related to students because the object of learning laid i the stude ts itself. “i estude ts oti atio i lea i g is o sidered essential, Slavin
2009:134 stated that teachers could use interesting and high variety of teaching methods in t a sfe i g k o ledge. He e, the stude ts oti atio i lea i g a e i p o ed.
Related to teaching methods, there are various types of teaching methods which can be used in three classification of learning delivery, i.e. class-based learning, online learning,
and blended learning. The class based learning is the conventional way to deliver learning through the use classroom. In this typical of learning delivery, students and teacher are
attending a class session physically; while the online learning is the opposite of it. The online learning gives a lot of flexibility because students and teacher are not required to meet
physically. It is believed to be low cost, but it also gain some critics regarding the absent of social interaction, the difficulty for teachers to monitor their students directly, etc. Thus,
blended learning seems can be utilized as the solution to bridge the gaps between class- based learning and online learning.
Blended Learning is a strategic alternative of learning through the mixture use of class- based instruction with computer-based instruction Graham, 2004:3.Blended Learning use
variety ways of instruction in deliveringlearning materials to the students.Furthermore, Graham 2004 listed several benefits of Blended Learning which make it gain its popularity, including:
the high variety of ways in transferring knowledge in face-to-face interaction, the high variety of forms of learning material which can be uploadedon e-learning, the use of familiar social media
which close to teen lifestyle, flexibility access to knowledge, and cost effectiveness. In addition to that, some experts also stated that collaboration and self-regulated learning are also turn out
to be the advantages of Blended Learning.
The X Ak 3 at SMK N 1 Bantul, where the research done, researcher found that students did not ready to enroll the class. These preliminary findings showed that 15.15
students of the class did not bring their homework, and 21.21 students ofthe class did not
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bring books to school which is essential as the source of learning, instead they just brought otes to e o d tea he s e pla atio .
During the lesson, the preliminary findings indicated that only 2 students out of 33 students were participating by asking questions to the teacher, more than 75 of the
students of the class were not enthusiastic in doing assignment, instead they were waiting for the teacher explanation rather than doing their assignment. More than half of the
stude ts of the lass did ot pa the atte tio to tea he s e pla atio . “o e stude ts asked for permission to go outside the class during the lesson, some students discussed with
their peers during individual task and did not give a good respond to the teacher.
The stude ts a ilit i o elati g the ate ial lea t o lass to thei dail life is i po ta t as o e i di ato s of stude ts oti atio i lea i g. The p eli i a fi di g
indicated that only 14 students had this ability, while some others had not.
I te s of stude ts atte da e, the ualit of stude ts atte da e as ot good because some students came late to join the class. This indicates that some students are not
motivated to join the class.
Usually, schools already set the minimum criteria standard that is called KKM or in Bahasa we called it KriteriaKetuntasan Minimal that applicable to all standard of
competencies. Similar to SMK N 1 Bantul, they also have KKM to indicate the success of stude ts lea i g. The p eli i a fi di g sho ed that of stude ts i lass did ot pass
the KKM score of first standard competency of basic accounting subject.
All of those preliminary findings listed on the previous paragraphs indicated that there are only some students out of 33 students of the class which fulfilled the indicators of
motivated student from Tom Koulentes in Metler, 2011. Those indicators of motivation including: have the self-readiness to enroll the class, actively participate during the lesson,
enthusiastic in enrolling the class activity, have the high quality attendance and able to correlate the material to their daily life. But in contrary, the school has potential facilities
which can be optimized to improve students
oti atio i lea i g, su h as i eless fidelit and e-learning system.
Based on the explanation above about the condition of X Ak 3 class of SMK N 1 Bantul, the esea h is ai ed toi p o e the stude ts oti atio o lea i g of X Ak lass of “MK
N 1 Bantulthrough the use of Blended Learning.
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DISSCUSION
This research is a Classroom Action Research CAR which is done in January-February 2013. CAR is anobservation of teaching and learning activities in a form of
actionSuharsimi,2008:3.This CAR use s the Ma ga et ‘iel s odel ith t o
les. Ea h cyclecontains of four steps. They are learn and plan, action, collect and analysisdata and
refection. The first and second cycle will be held in two meetings of accounting subjects. The subject of this research is 33 students of XAk3 at SMK N 1Bantul, while the object of the
esea h is stude ts Moti atio i lea i ga ou ti g. The definition of Accounting Learning Motivation is all theactivator power to make
people learn and keep them learning about accounting information system that contains identifying, recording andcommunicating the economic events of an organization to
theinterested users.
According to the research done by Tom Koulentes in HighlandPark School there are five behavior aspects show student
s a ge of oti atio Metle , :
: 1 Self Readiness
2 Participation 3 Enthusiasm
4 Attendance 5 Correlation represent the ability of students to find thecorrelation between the materials
to theirdaily life activities.
“tude ts oti atio itself is a i t i si fa to that o es ithi the stude ts sel es. Thus, the data olle tio of “tude ts Moti atio eeded to e do e a efull . This esea h
using two data collection techniques, they are: