PRANATACARA LEARNING: MODELING, MIND MAPPING, E-LEARNING, OR HYBRID LEARNING?
Downloads
This research was aimed to examine the most effective learning model for Pranatacara (Master of Ceremony) course. By having effective learning, the students can master the skills at being a professional Pranatacara. The study used the experimental method with the pretest-posttest nonequivalent group design. Four parallel classes were given learning treatments each with modeling, mind mapping, e-learning, and hybrid learning. The data of the practice test were analyzed by the one-way Anova. The result indicates that there is a significant difference among the learning models. The hybrid learning can be considered as the most effective model to increase the total score, with the effectiveness of 11.58%; followed by modeling (5.58%); e-learning (4.10%); and mind mapping (3.54%) respectively. The hybrid learning was found as the most effective to improve the fluency score, i.e. 14.23%; followed by mind mapping (8.31%); modeling (4.74%) and e-learning (4.00%) respectively. Moreover, there was a significant difference in the effectiveness of vocal exercise. The highest increase in vocal score was through hybrid learning, with 10.85%; followed by modeling (10.09%); e-learning (4.39); and mind mappling (2.88%). Therefore, hybrid learning was declared as the most effective for learning Pranatacara courses and on the contraty, the e-learning was found as the most ineffective.
Ahmadi, M. R. (2018). The use of technology in english language learning: A literatur review. International Journal of Research in English Education (IJREE), 3(2), 115-125. doi:10.29252/ijree.3.2.115.
Almaqtri, M. (2014). How effective is e-learning in teaching english?: A case study. Journal of Education and Human Development, 3(2), 647-669.
Aydin, G., Baysan, S., & AydoÄŸan, S. (2017). Perceptions in the mind maps of turkish children living in england at primary education level about their home country turkey and the world. International Journal of Languages' Education and Teaching, 5(4), 521-541.
Blessingn, O. O. & Olufunke, B. T. O. (2015). Comparative effect of mastery learning and mind mapping approaches in improving secondary school students' learning outcomes in physics. Science Journal of Education 2015, 3(4), 78-84. doi:10.11648/j.sjedu.20150304.12.
Ceylan, V. K., & Kesici, A. E. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14(1), 308-320. doi:10.14687/jhs.v14i1.4141.
Dewantara, K. H. (2013). Ki Hajar Dwantara: Pemikiran, konsepsi, keteladanan, sikap merdeka (Cetakan IV). Yogyakarta: Universitas Sarjanawiyata Tamansiswa bekerjasama dengan Majelis Luhur Persatuan Tamansiswa.
Eshreteh, K. M. & Siaj, A. H. (2017). Attitudes of english-major students and teachers towards using blended learning in the english department at Hebron University. International Journal Research in English Education, 2(4), 51-65. doi:10.29252/ijree.2.4.51.
Farindhni, D. A. (2018). Developing animation video media to enhance the learning motivation and democratic character of the 5th grade students in primary school. Jurnal Pendidikan Karakter, III(2), 172-186. doi:10.21831jpk. v8i2.21850.
Irwansyah, D., Nurgiyantoro, B., & Tou, A. B. (2017). Teaching with literature: The needs of Indonesian Islamic Universities. International Journal of Applied Linguistics & English Literature, 6(7), 169–179. doi:10.7575/aiac.ijalel.v.6n.7p.169.
Jbeili, I. M. A. (2013). The impact of digital mind maps on science achievement among sixth grade students in Saudi Arabia. Procedia - Social and Behavioral Sciences, 103(2013), 1078-1087. doi:10.1016/j.sbspro.2013.10.435.
Khan, A. I. (2016). Effectiveness of e-learning for the teaching of english: A study of comparative strategies. Advances in Language and Literary Studies, 7(3), 125-135. doi:10.7575/aiac.alls.v.7n.3p.125.
Klimova, B. F. & Kacetla, J. (2015). Hybrid learning and its current role in the teaching of foreign languages. Procedia-Social and Behavioral Sciences, 182(2015), 477-481. doi:10.1016/j.sbspro.2015.04.830.
Kintu, M. J., Zhu, C. H., & Kagambe, E. (2017). Blanded learning effectiveness: The relationship between student characteristic, design features, and outcome. International Journal of Educational Technology in Higher Education, 14(7), 1-20. doi:10.1186/s41239-017-0043-4.
Li, J., Kay, R., & Markovich, L. (2018). Student attitudes toward blended learning in adult literacy and basic skills college programs. Canadian Journal of Learning and Technology, 44(2), 1-36. doi:10.21432/cjlt27573.
Low, P. (2017) E-learning implementation in foundation english class: Learners' perspectives and leaPatilrning achievement. International Journal of Computer Theory and Engineering, 9(4), 285-289. doi:10.7763/IJCTE.2017.V9.1153.
Lubis, A. H. (2018). ICT integration in 21st-century Indonesian english language teaching: myths and realities. Cakrawala Pendidikan, 37(1), 11–21. doi:10.21831/cp.v37i1.16738
Muhson, A. (2016). Pedoman praktikum analisis statistik. Yogyakarta: Fakultas Ekonomi Universitas Negeri Yogyakarta.
Patil, R. S. (2018). E-learning technologies in english language teaching at tribal area. International Journal of Science, Engineering and Management (IJSEM), 3(2), 24-29.
Ramadhanti, D. & Yanda, D. P. (2017). Understanding poetry through the use of cooperative learning model. Jurnal Cakrawala Pendidikan, 37(3), 436–446. doi:10.21831/cp.v38i3.20675.
Santosa, S. (2016). Panduan lengkap SPPS Versi 23. Jakarta: Elekmedia Computindo.
Salisu, A. & Ramson, E. (2014). The role of modeling towards impacting quality education. International Letters of Social and Humanistic Sciences, 32, 54-61. doi:10.18052/www.scipress.com/ILSHS.32.54.
Shahi, M. A. J. (2016). The impact of e-learning on improving Iranian EFL learners'language skills: Decreasing learning anxiety. Journal of Fundamental and Applied Sciences, 8(3), 261-275. doi: 10.4314/jfas.v8i3s.180.
Souzanzan, R. & Bagheri, M.S. (2017). Hybrid learning: The impact of interacting through skype on Iranian learners' speaking ability. Information Technologies and Learning Tools, 58(2), 118- 128.
Swain, L. O. S. & Swain, T. D. (2017). Language learning under classroom conditions during the transition to hybrid instruction: A case-study of student performance during the implementation of instructional technology. European Journal of Foreign Language Teaching, 2(3), 49-63. doi:10.5281/zenodo.1034563.
Vitulli, P. & Giles, R. (2016). Mind mapping: Making connections with images and color. Delta Journal of Education, 6(2), 1-10.
Wichadee, S. (2013). Facilitating students' learning with hybrid instruction: A comparison among four learning styles. Electronic Journal of Research in Educational Psychology, 11(1), 99-116. doi:10.25115/ejrep.v11i29.1559.
Widiana, I. W. & Jampel, I. N. (2016). Improving students' creative thinking and achievement through the implementation of multiple intelligence approach with mind mapping. International Journal of Evaluation and Research in Education (IJERE), 5(3), 246-254. doi:10.11591/ijere.v5i3.4546.
Wu, C-H., Chen, Chen, Y-S., Chen, T-C. (2017). An adaptive e-learning system for enhancing learning performance: Based on dynamic scaffolding theory. EURASIA Journal of Mathematics, Science and Technology Education, 14(3), 903-913. doi:10.12973/ejmste/81061.
Yunus, M. Md. & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian University English Test (MUET) writing. Creative Education, 7(4), 619-626. doi:10.4236/ce.2016.74064.
Ziyadi, A. & Surya, E. (2017). Use of model mind mapping of motivation to improve student achievementin math class materials integer V elementary school 200201 Padangsidimpuan State. International Journal of Sciences: Basic and Applied Research (IJSBAR), 34(3), 124-133.
Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 51/E/KPT/2017 which is valid for five years since enacted on 4 December 2017.
