Advances in Social Science, Education and Humanities Research, volume 440

International Conference on Online and Blended Learning 2019 (ICOBL 2019)

Blended Learning on the Development of

Instructional Videos to Improve Abilities in
Learning About Concepts and Procedures
Muhammad Rais Andi Alamsyah Rifai Hartoto
Agricultural Technology Education Agricultural Technology Education Learning Technology
Universitas Negeri Makassar Universitas Negeri Makassar Universitas Negeri Makassar
Makassar, Indonesia Makassar, Indonesia Makassar, Indonesia
[email protected] [email protected] [email protected]

Yusri Ratnawati Fadillah

Foreign Language Department Agricultural Technology Education
Universitas Negeri Makassar Universitas Negeri Makassar
Makassar, Indonesia Makassar, Indonesia
[email protected] [email protected]

Abstract. One of the problems faced by students in Skill which should be owned by e-learning teachers
developing the skills to learn about concepts and procedures is not only about accommodating the students’ creative
in the material development of instructional videos is the learning level, but also providing with experiences of
lack of initiatives to search for and to determine concepts basic teaching skills used for active conventional classes
and procedures which will be used in developing
instructional videos. Therefore, a learning scenario is
in order to teach in e-learning classes. In addition, learning
necessary to instil the idea of learning early and regularly at designs are necessary to encourage new literacy, which
the beginning of non-face-to-face session, followed up by includes communication, humanity, and design, among
face-to-face session, and resumed to non-face-to-face session. students as human beings [3] so that students are
One of the learning models that are able to give students an encouraged to work or study in a team, to be full of
opportunity to perform experimental learning is blended initiatives as a leader, and to have good problem-solving
learning. This study aims to 1) develop the management of skill and an ability to connect various aspects of
blended leaning-based materials and activities, 2) discover information, media, and technology [4].
the effectiveness of blended learning. The development of One of alternative methods which can be
management of materials and activities adopting the Absorb-
Do-Connect (ADC) model. At the absorb stage, the activities
implemented in e-learning class is by mixing between e-
include reading, watching, and listening. At the do stage, the learning and off-learning, which is called blended
activities include answering, deciding, building, organizing, learning. Blended learning is incorporated by conducting
searching, games, simulations, and scenarios. At the connect face-to-face learning in the beginning, followed up by
stage, the activities include case studies, planning, reflections, non-face-to-face learning, and ended with face-to-face
and taking notes. The results show that the model of learning. Blended learning becomes an alternative that is
management development of materials and activities had expected to enable teachers to remain focused on the use
fulfilled the utility and accuracy of building knowledge of of ICT-based media tools by prioritizing computer
concepts and procedures effectively. principles as an area in designing, managing, evaluating,
Keywords: blended, development, learning
developing, and utilizing them [1] as great media for
blended learning.
I. INTRODUCTION This study investigates blended learning as an
approach in designing, managing, evaluating, developing,
One of the challenges of the current e-learning deals
and utilizing technology (use of technology) and as a
with how to harmonize between objectives, materials, and
learning model (use of pedagogy). In relation to blended
learning scenarios to form unity. Hence, it is hoped that a
learning as the use of technology and the use of pedagogy,
pleasant learning atmosphere can be created to build
software that supports blended learning classes to take
knowledge, skills, and positive learning attitudes. The
place is courseware technology, which is software to
spirit of e-learning is the spirit of independent learning so
arrange and create tutorials, and learning management
that in the e-learning classroom, self-regulation is vital for
system, which is software to manage the administration
the e-learning students. Another important element is an
and the system to support the learning process. Blended
understanding of information technology mediating the
learning as the use of pedagogy serves as software to
interaction between the materials, students, and teachers.
actively administer subjects and to design learning
The focus of the attention for the e-learning teachers is
activities, such as reading, writing, observing, questioning,
how to organize a learning scenario that is truly able to
discussion, assigning, doing tasks, evaluating, and
activate students’ independent and reflective learning
reflections [5].
creativities by remaining to refer to the creation of
Blended learning classes facilitate specific learning
learning atmosphere that provides ease in learning, rooms
attitudes, build independent learning intentions, and
for students to actively involve, and empirical, repetitive,
encourage curiosity about new understanding in an effort
and interactive student-centred learning experiences [1]-
to reach learning goals [6]-[7]. Learning activities
[2].

Copyright © 2020 The Authors. Published by Atlantis Press SARL.

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 Advances in Social Science, Education and Humanities Research, volume 440

developed in blended learning can serve as the main which directed real life in the field (life and work). In this
activator in facilitating learning in physical rooms (in phase, students were conditioned to perform activities that
classrooms), in virtual space, and in physical presence connected learning with real life, working in teams, and
(real in the fields). Learning in three-dimensional space learning that produced tangible products from the results
gives students an opportunity to experience various of work projects.
learning methods so that they do not feel bored and
passive. Instead, students will actively take parts in III. RESULTS AND DISCUSSION
empowering their own learning potential. Thus, this study The results of the lesson plan development of blended
is focused on how to develop effective learning activities learning using ADC model on the instructional video
in blended classes as part of learning management system development show active and constructive online learning
in accordance with learning goals. activities.
II. METHODS A. Absorb Scenario (A)
This study used research and development approach Absorb (A) is a learning scenario of blended learning
to develop the learning management system in one of the that facilitates students in processing the information. This
learning materials about the development of instructional activity started with greeting and briefing the students to
videos in Study Program of Agricultural Technology read learning instructions. In this regard, students were
Education, Faculty of Engineering, Universitas Negeri instructed to read the short overview of the class
Makassar. The lesson plans adopted the ADC model of conducted using blended learning. The overview
learning [5]. Horton’s model of learning (2016) is contained motivations at the beginning of the learning
illustrated in details in Picture 1 below. process, instructions on what learning methods would be
used, and the learning objectives.
Students were recommended reading all the
instructions of the class before reading the materials in the
form of PDF. Students were conditioned to read the
materials thoroughly and suggested that they truly
understood the materials as a provision for face-to-face
session. In the absorb scenario, materials in the form of
PowerPoint (PPT) were provided and downloadable to be
used in face-to-face session. All of these activities were
conducted using blended learning outside classrooms
hours before face-to-face meeting started. These activities
were performed in the evening or in the morning after the
students were informed to read the instructions on
lms.unm.ac.id through WhatsApp learning group. When
the class is started, it was conducted face-to-face by
explaining the materials in PPT. In this phase, students
were conditioned to be skillful at listening to the
information from the lecturer through the activities that
utilized cognitive strategies, such as discursive, adaptive,
interactive, and reflective learning [8].
The class of the instructional video development was
Fig. 1. The development model of blended learning conducted by implem(enting active learning with project-
based learning (PjBL) method. By referring to the PjBL
The current study was focused primarily on the scenario, the project themes were formulated by the
analysis of the preparation of the learning scenario in project groups. Every group had the opportunity to present
starting the stages of ADC. The analysis covered the the title of the project which was generally about the
learning scenario facilitating the opportunities for students development of instructional videos with material
to conduct activities, such as presentations, substances covering: (1) agricultural tools and machines,
demonstrations, stories, and field trips. The goal of absorb (2) agricultural land cultivation, (3) plant fertilization, (4)
activities was to allow students to absorb initial vegetable bed preparation, and (5) plant tissue culture.
knowledge related to the to-be reviewed materials. The Every project group divided roles to make the script or the
next analysis covered the development of the core content of the instructional video.
activities of blended learning at the do stage which The project groups were instructed to visit the
included practice, discovery, and playing games. sources of information, to do field trips to examine the
Students were conditioned to be able to answer objects related to the video recording, land, materials, and
questions, share information, construct knowledge, tools. All these scenarios were parts of absorb activities in
especially knowledge about procedures, organize blended learning. As a comparison in developing
materials, search for information, play games while instructional videos, examples of instructional videos were
learning, perform simulations, and create scenarios in provided and downloadable for each project group in
completing practical tasks. The main goal of do activities blended learning classes.
was to allow students to be able to conduct pleasant
practical activities. The next analysis dealt with the
development of the connect activities, learning activities

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Fig. 3. One of the pictures is the result of developing learning video

C. Connect Scenario
The connect scenario was the last phase of blended
learning model. The activities performed in this scenario
were the project groups designed the instructional videos
and were conditioned to develop the contents and the
material substances in the real situation in the fields. The
contents of the instructional videos were original obtained
from group ideas constructed from the results of field
studies. Therefore, connect activities were loaded with
Fig. 2. Instructions of activities of the absorb scenario activities involving research, such as needs analysis of
video media, material and data collection, video
The end of the absorb activities was characterized by processing and production. In developing connect
a good amount of information related to learning the activities, an assignment template was created: A Report
materials, constructing assignments, making association of Video-based Learning Media Project.
between assignments, and preparing action plans as in the The completed instructional videos were shown and
development of instructional videos. All of the results of reviewed in a discussion and non-face-to-face
absorb activities were the results of learning processes presentation. The project groups who were finished earlier
through reading, listening, presentations, demonstrations, were recorded as the project groups who met the accuracy
stories, and field trips. standards earlier than the agreed time interval. After the
B. Do Scenario non-face-to-face discussion and review, face-to-face
learning was conducted in a classroom. Each project
Do activities gave students an opportunity to explore group was presenting the video they had developed. At
the process of material synthesis and reading sources. The this stage, connect activities required students to possess
reviewed materials were related with the development of critical, scientific, and reflective attitudes towards the
instructional videos created by each project group. Do material content of the instructional video.
activities were characterized by practices on designing
instructional videos. It was preceded by reviewing IV. DISCUSSION
literature, such as material or content of the video, story Learning through the blended learning system by
development, tools to make videos, and software to edit developing learning videos on various basic topics in plant
videos. cultivation has been able to accommodate student’s skill
Do activities encouraged project groups to work in in learning concepts and procedures. The findings show
teams who thought creatively and worked innovatively. that students have demonstrated their learning skills at the
The results were the development of applicable application until evaluation level. At the application level,
instructional videos that were able to be used as teaching students have been able to work in groups in developing
media by teachers of agriculture vocational schools. The video scripts based on the stages of video development.
scenario of do activities in blended learning was started Result of observation shows that the five teams are in very
with greeting to motivate students in learning. Given that active category in exploring material resources related to
do scenario was the continuation of absorb scenario, the the content of learning videos such as: agricultural
activities in do scenario had been formulated in the machinery and tools, processing agricultural land,
previous scenario. In developing the video materials and fertilizing plants, beds of vegetable plants, and plant tissue
designs, each group had to be cohesive, cooperative, and culture. Students also took pictures in the field such as in
creative so that each project group was able to work laboratory equipment and agricultural machinery, and on
independently to discover video designs. Instructions in agricultural land. Another activity done by students was
blended learning were to write assignments which were practicing directly to design and create pictures and videos
five project tasks with five different titles. In this part, the as part of video production activities
project groups were reminded to make sure whether the The activity of students in the stages of absorb, do,
schedule to complete the projects was corresponding to and connect shows the ability of students in regulating
the deadline. their learning attitudes in groups. Blended learning has

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accommodated the characteristics of students in managing ACKNOWLEDGMENTS

their learning skills. In absorptive activities, students'
skills in reading, listening and observing directly in the Thanks to the Rector of Universitas Negeri Makassar
field on the object of the problem are the skills in learning and the Dean of Faculty of Engineering Universitas
concepts and procedures. The knowledge gained by Negeri Makassar who have given us a chance to conduct a
reading, listening or field trips is an absorptive work PNBP research in Faculty of Engineering Universitas
method [5]. It is similar with the information processing Negeri Makassar. Thanks to the Research Centre of
learning theory by Gagne [9]. This theory explains that the Universitas Negeri Makassar that has conducted the
student’s learning process has been going on since research since the beginning. Thanks to all parties who
exploring the information material needed for the contents have helped the completion of the research, Multimedia
of learning videos, where the process of searching, Studio of Faculty of Engineering Universitas Negeri
receiving, and processing information is occurred. Makassar, the students of Agricultural Technology
Therefore, the information in the form of reading material Education, and fellow researchers.
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