Performing Hybrid Learning at Islamic Higher Education Institusions for Mitigating Learning Loss


Jamal Fakhri(1*), Heru Juabdin Sada(2), M Indra Saputra(3), Syahril Jamil(4), Dian Mursyidah(5)

(1) Universitas Islam Negeri Raden Intan Lampung, Indonesia
(2) Universitas Islam Negeri Raden Intan Lampung, Indonesia
(3) Universitas Islam Negeri Raden Intan Lampung, Indonesia
(4) Universitas Islam Negeri Raden Fatah, Indonesia
(5) Universitas Islam Negeri Sultan Thaha Saifuddin Jambi, Indonesia
(*) Corresponding Author

Abstract


This research delves into the integration of hybrid learning amidst digital disruption, targeting the reduction of learning gaps within PTKI (Islamic Higher Education Institutions) context. Utilizing a blend of quantitative analysis of student data and qualitative methods including interviews, surveys, and observations across three PTKIs in South Sumatra, Indonesia, the study evaluates the effectiveness of hybrid learning in mitigating learning loss. Results highlight that the combination of virtual and traditional classroom elements through hybrid learning significantly narrows learning deficits, enhances student involvement, and fosters better academic outcomes. These findings serve as a valuable contribution to understanding hybrid learning practices specifically within PTKI settings, shedding light on its potential in addressing educational challenges amid digital advancements.


Keywords


Higher Education Institution, Hybrid Learning, Learning Loss, Mitigation

Full Text:

PDF

References


Abdurrahmansyah, A., & Rismawati, I. (2022). Peningkatan kualitas Perguruan Tinggi melalui Sistem Penjamin Mutu dengan Pendekatan Total Quality Managemen. Jurnal Perspektif, 6(2), 154. https://doi.org/10.15575/jp.v6i2.177

Abi Raad, M. E., & Odhabi, Hamad. (2021). Hybrid Learning Here to Stay! Frontiers in Education Technology, 4(2), p121. https://doi.org/10.22158/fet.v4n2p121

Akpan, B., & Kennedy, T. J. (Eds.). (2020). Science Education in Theory and Practice: An Introductory Guide to Learning Theory. Springer International Publishing. https://doi.org/10.1007/978-3-030-43620-9

Baena-Rojas, J. J., Ramírez-Montoya, M. S., Mazo-Cuervo, D. M., & López-Caudana, E. O. (2022). Traits of Complex Thinking: A Bibliometric Review of a Disruptive Construct in Education. Journal of Intelligence, 10(3), 37. https://doi.org/10.3390/jintelligence10030037

Bailey, A. M., Fernandez, G. M., & Mantell, J. T. (2021). Optimizing resources: Applying quantitative resource analysis to facilitate resource-neutral curricular reform. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000302

Bell, J., Sawaya, S., & Cain, W. (2014). Synchromodal Classes: Designing for Shared Learning Experiences Between Face-to-Face and Online Students. International Journal of Designs for Learning, 5(1). https://doi.org/10.14434/ijdl.v5i1.12657

Benito, Á., Dogan Yenisey, K., Khanna, K., Masis, M. F., Monge, R. M., Tugtan, M. A., Vega Araya, L. D., & Vig, R. (2021). Changes That Should Remain in Higher Education Post COVID-19: A Mixed-Methods Analysis of the Experiences at Three Universities. Higher Learning Research Communications, 11(0). https://doi.org/10.18870/hlrc.v11i0.1195

Bond, M., & Bedenlier, S. (2019). Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework. Journal of Interactive Media in Education, 2019(1), 11. https://doi.org/10.5334/jime.528

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1–17. https://doi.org/10.1016/j.compedu.2015.03.006

Butz, N. T., Stupnisky, R. H., Pekrun, R., Jensen, J. L., & Harsell, D. M. (2016). The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control‐Value Theory*. Decision Sciences Journal of Innovative Education, 14(4), 441–474. https://doi.org/10.1111/dsji.12110

Campbell, A., & Norton, L. (Eds.). (2007). Learning, teaching and assessing in higher education: Developing reflective practice. Learning Matters.

Carrruana Martín, A., Alario-Hoyos, C., & Delgado Kloos, C. (2022). Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A simulation study. Australasian Journal of Educational Technology, 38(6), 150–168. https://doi.org/10.14742/ajet.6776

Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research (Third). SAGE Publications, Inc.

Eynon, R., & Malmberg, L. (2021). Lifelong learning and the Internet: Who benefits most from learning online? British Journal of Educational Technology, 52(2), 569–583. https://doi.org/10.1111/bjet.13041

Ferreira, C. C. (2020). Experiential learning theory and hybrid entrepreneurship: Factors influencing the transition to full-time entrepreneurship. International Journal of Entrepreneurial Behavior & Research, 26(8), 1845–1863. https://doi.org/10.1108/IJEBR-12-2019-0668

Gamage, K. A. A., Perera, D. A. S., & Wijewardena, M. A. D. N. (2021). Mentoring and Coaching as a Learning Technique in Higher Education: The Impact of Learning Context on Student Engagement in Online Learning. Education Sciences, 11(10), 574. https://doi.org/10.3390/educsci11100574

González-Víllora, S., Evangelio, C., Sierra-Díaz, J., & Fernández-Río, J. (2019). Hybridizing pedagogical models: A systematic review. European Physical Education Review, 25(4), 1056–1074. https://doi.org/10.1177/1356336X18797363

Harasim, L. M. (2017). Learning theory and online technologies (Second edition). Routledge, Taylor & Francis Group.

Hirkani, M., Hegde, G., Kamath, R., Sonwane, T., Angane, E., & Gajbhiye, R. (2022). Strategies to foster group cohesion in online learning environments: Use of crossword and Hybrid Medical Pictionary. Advances in Physiology Education, 46(1), 30–34. https://doi.org/10.1152/advan.00116.2021

Idris, N. (2022). Undergoing Science Experiment in Hybrid Learning. ASM Science Journal, 17, 1–10. https://doi.org/10.32802/asmscj.2022.1173

Kurniawan, N. A., Saputra, R., Aiman, U., Alfaiz, A., & Sari, D. K. (2020). Urgensi Pendidikan Berpikir Kritis Era Merdeka Belajar bagi Peserta Didik. Tarbawi: Jurnal Ilmu Pendidikan, 16(1), 104–109. https://doi.org/10.32939/tarbawi.v16i01.576

Maba, W., Widiastuti, I. A. M. S., Mantra, I. B. N., Suartama, I. K., & Sukanadi, N. L. (2023). Learning loss: Impact of the COVID-19 pandemic on the students’ psychosocial condition. Journal of Education and E-Learning Research, 10(2), 209–214. https://doi.org/10.20448/jeelr.v10i2.4543

Muhajirah, M. (2020). Basic of Learning Theory: (Behaviorism, Cognitivism, Constructivism, and Humanism). International Journal of Asian Education, 1(1), 37–42. https://doi.org/10.46966/ijae.v1i1.23

Munawar, M., Fakhruddin, F., Rodiyah, R., & Prihatin, T. (2021). Digital literacy curriculum management in kindergarten. Cypriot Journal of Educational Sciences, 16(5), 2115–2136. https://doi.org/10.18844/cjes.v16i5.6226

Mursidi, A., Marhayani, D. A., Murdani, E., Sulistri, E., Hendriana, E. C., Basith, A., & Suwanto, I. (2023). Learning Loss Factors Dominance in Elementary School Students: Online Learning in Indonesia. In L. Uden & D. Liberona (Eds.), Learning Technology for Education Challenges (Vol. 1830, pp. 84–92). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-34754-2_7

Nørgård, R. T. (2021). Theorising hybrid lifelong learning. British Journal of Educational Technology, 52(4), 1709–1723. https://doi.org/10.1111/bjet.13121

Okada, A., Connolly, T., & Scott, P. J. (Eds.). (2012). Collaborative learning 2.0: Open educational resources. Information Science Reference.

Olt, P. A. (2018). Virtually There: Distant Freshmen Blended in Classes through Synchronous Online Education. Innovative Higher Education, 43(5), 381–395. https://doi.org/10.1007/s10755-018-9437-z

O’Mahony, N., Campbell, S., Carvalho, A., Harapanahalli, S., Hernandez, G. V., Krpalkova, L., Riordan, D., & Walsh, J. (2020). Deep Learning vs. Traditional Computer Vision. In K. Arai & S. Kapoor (Eds.), Advances in Computer Vision (Vol. 943, pp. 128–144). Springer International Publishing. https://doi.org/10.1007/978-3-030-17795-9_10

Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z

Ramírez-Montoya, M. S., Castillo-Martínez, I. M., Sanabria-Z, J., & Miranda, J. (2022). Complex Thinking in the Framework of Education 4.0 and Open Innovation—A Systematic Literature Review. Journal of Open Innovation: Technology, Market, and Complexity, 8(1), 4. https://doi.org/10.3390/joitmc8010004

Real, D. V., Lim, N., & Resoor, N. (2022). Experiences of Parents in Modular Distance Learning Delivery [Preprint]. https://doi.org/10.14293/S2199-1006.1.SOR-.PPQGWWU.v1

Riadi, B., Prasetya, R. A., Maydiantoro, A., Winatha, I. K., Putrawan, G. E., & Dzakiria, H. (2022). Perceptions of Students in Indonesian Higher Education Institutions Regarding Internet Access for Online (Remote) Learning during the COVID-19 Pandemic. International Journal of Information and Education Technology, 12(6), 571–577. https://doi.org/10.18178/ijiet.2022.12.6.1655

Schleicher, A. (2020). The Impact of Covid-19 on EEducation: Insights from Education at Glance 2020. OECD.

Silva, A. N. D., Guedes, C. R., Santos-Pinto, C. D. B., Miranda, E. S., Ferreira, L. M., & Vettore, M. V. (2021). Demographics, Socioeconomic Status, Social Distancing, Psychosocial Factors and Psychological Well-Being among Undergraduate Students during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(14), 7215. https://doi.org/10.3390/ijerph18147215

Simal, F., Mahulauw, D., Leasa, M., & Batlolona, J. R. (2022). Self Awareness and Mitigation of Learning Loss on Students’ Science Learning Outcomes During the Covid 19 Pandemic. Jurnal Penelitian Pendidikan IPA, 8(1), 239–246. https://doi.org/10.29303/jppipa.v8i1.1172

Solihat, A. N., Sadiah, A., & Gumilar, G. (2022). Online Learning: Impact on Learning Loss? Proceedings of the 1st International Conference on Economic and Education, ICON 2021, 14 - 15 December 2021, Padang-West Sumatra, Indonesia. Proceedings of the 1st International Conference on Economic and Education, ICON 2021, 14 - 15 December 2021, Padang-West Sumatra, Indonesia, Padang, Indonesia. https://doi.org/10.4108/eai.14-12-2021.2318318

Susanto, S. (2022). The Challenges of Learning Loss in English Language Learning at Islamic Higher Education in the Post Pandemic. Script Journal: Journal of Linguistics and English Teaching, 7(01), 140–157. https://doi.org/10.24903/sj.v7i01.1076

Yusof, A., Atan, N. A., Harun, J., Rosli, M. S., & Abd Majid, U. M. (2021). Students Engagement and Development of Generic Skills in Gamified Hybrid Service-Learning Course. International Journal of Emerging Technologies in Learning (iJET), 16(24), 220–243. https://doi.org/10.3991/ijet.v16i24.27481

Zhao, W. L., Gentine, P., Reichstein, M., Zhang, Y., Zhou, S., Wen, Y., Lin, C., Li, X., & Qiu, G. Y. (2019). Physics‐Constrained Machine Learning of Evapotranspiration. Geophysical Research Letters, 46(24), 14496–14507. https://doi.org/10.1029/2019GL085291

Zydney, J. M., McKimmy, P., Lindberg, R., & Schmidt, M. (2019). Here or There Instruction: Lessons Learned in Implementing Innovative Approaches to Blended Synchronous Learning. TechTrends, 63(2), 123–132. https://doi.org/10.1007/s11528-018-0344-z




DOI: https://doi.org/10.15575/jpi.v9i2.28874

Refbacks

  • There are currently no refbacks.


Editorial Office:

Faculty of Tarbiyah and Teacher Training

Jalan A.H. Nasution No. 105, Cibiru

Bandung, Jawa Barat, Indonesia, 40614

Phone: 022- 7802276

e-mail: journalof.islamiceducation@uinsgd.ac.id

 Creative Commons License

Jurnal Pendidikan Islam by http://journal.uinsgd.ac.id/index.php/jpi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats