Open AccessTHE PROTOTYPE OF 4CS-BASED BLENDED LEARNING CONTENT
Author(s) -
Ridwan Daud Mahande,
Jasruddin Daud Malago,
Hartoto Hartoto
Publication year - 2021
Publication title -
the journal of educators online
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.499
H-Index - 16
ISSN - 1547-500X
DOI - 10.9743/jeo.2021.18.1.4
Subject(s) - creativity , mathematics education , blended learning , content validity , psychology , critical thinking , descriptive statistics , informatics , computer science , educational technology , mathematics , statistics , engineering , psychometrics , social psychology , clinical psychology , electrical engineering
This research intended to produce a valid and practical 4Cs-based blended learning content prototype for higher education. This study employed a research and development (R&D) model with a subject validity trial by experts and a practicality trial by lecturers and students of informatics in a computer engineering education program. The trial data were collected through a questionnaire developed from the 4Cs of communication, collaboration, critical thinking, creativity, as well as observations that were then analyzed using descriptive statistics. The validity results of blended learning content for all 4Cs indicators, especially the collaboration indicator, were in the very valid categories. The practicality results of blended learning content for all indicators of 4Cs were in the very practical category, especially the critical thinking indicator from the lecturers and the communication indicator from students. The total results of practicality from lecturers and students showed that a communication indicator was in the very practical category and the highest when compared to the other three indicators. Separated from lecturers and students, the collaboration indicator was in the very practical category, but it was the lowest compared to the other three indicators. Although the results of evaluating the blended learning content for each indicator of 4Cs tended to be different, all indicators met validity and practicality. The results of this research have significant implications for the development of content, the presentation of sources, and the use of blended learning activities to meet the demand to develop 21st century skills as demonstrated by 4Cs.