The Effect of Educational Background on Preparation of Lesson Planning in Project-Based Blended Learning
Abstract
Objective: This study aims to analyze the effect of educational background on preparing learning plans in project-based blended learning. Method: The study used a quantitative research method with an experimental research type. The research subjects were 40 teachers, 20 teachers with particular education backgrounds, and 20 teachers not from special education. The data collection technique used a questionnaire to review the educational background. Data analysis used a homogeneity test, normality test, and hypothesis test. Results: Based on the research results, the research data is homogeneous and statistically normally distributed. The results of hypothesis testing show an influence of educational background on the preparation of lesson planning in project-based blended learning statistically. Further research can examine and research the influence of teacher education background in other fields of education, from early school to college. Novelty: This educational background is fundamental because this is where the ability or insight related to the teacher's competence can be reviewed. It is hoped that it is appropriate and the same as the field of education being taught, mainly so that there are no obstacles in the learning or teaching process.
Abstract View: 48 
PDF Download: 51
Similarity Check Download: 5
Metrics
References
Alamri, M. M. (2021). Using blended project-based learning for students’ behavioral intention to use and academic achievement in higher education. Education Sciences, 11(5), 1-11. https://doi.org/10.3390/educsci11050207
Amalia, N. R., & Rokhimawan, M. A. (2022). Dampak latar belakang pendidikan dan pengalaman guru terhadap mutu mengajar guru di sekolah dasar. Orien: Cakrawala Ilmiah Mahasiswa, 1(3), 267–272. https://doi.org/10.30998/ocim.v1i3.6229
Amin, I., Sukestiyarno, Y., Waluya, S. B., & Mariani, S. (2020). Kualitas rencana pelaksanaan pembelajaran (RPP) dan implementasinya dalam pembelajaran matematika SMA (The Quality of Learning Implementation Plan (RPP) and its Implementation in High School Mathematics Learning). JNPM (Jurnal Nasional Pendidikan Matematika), 4(1), 125-135. https://doi.org/10.33603/jnpm.v4i1.2914
Anggraini, P. D., & Wulandari, S. S. (2021). Analisis penggunaan model pembelajaran project based learning dalam peningkatan keaktifan siswa (Analysing the Use of Project Based Learning Model in Increasing Students' Activeness). Jurnal Pendidikan Administrasi Perkantoran (JPAP), 9(2), 292–299. https://doi.org/10.26740/jpap.v9n2.p292-299
Angreanisita, W., & Mastur, Z. (2021). Mathematical literacy seen from learning independency in blended learning with project based learning assisted by moodle. Ujmer, 10(2), 155–161.
Ansari, M. I., Barsihanor, B., & Nirmala, N. (2021). Peran guru pendamping khusus dalam mengembangkan emosional anak autisme di kelas 1 A SDIT al-firdaus banjarmasin. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(1), 21. https://doi.org/10.35931/am.v6i1.418
Azmi, S. S. U., & Nurmaya, T. E. (2020). The role of special assistance teachers in learning for inattentive behaviour in ADHD children at SD budi mulia dua panjen yogyakarta. Jurnal Pendidikan Dan Agama Islam, 3(1), 60–77. https://doi.org/10.54396/saliha.v3i1.37
Bahri, S. (2019). Analisis kesesuaian antara latar belakang pendidikan guru madrasah ibtidaiyah dengan mata pelajaran yang diampu (Analysis of the Suitability of Madrasah Ibtidaiyah Teachers' Educational Background with the Subjects They Teach). Jurnal Numeracy, 6(1), 143–152. https://doi.org/10.46244/numeracy.v6i1.443
Candra, R. A., Prasetya, A. T., & Hartati, R. (2019). Analisis kemampuan berpikir kreatif peserta didik melalui penarapan blended project-based learning (Analysis of Learners' Creative Thinking Skills Through Blended Project-Based Learning Implementation). Perspektif Ilmu Pendidikan, 13(2), 2437–2446. https://doi.org/10.15294/jipk.v13i2.19562
Dewi, M. R. (2022). Kelebihan dan kekurangan project-based learning untuk penguatan profil pelajar pancasila kurikulum merdeka (Advantages and Disadvantages of Project-based Learning for Strengthening the Profile of Independent Curriculum Pancasila Students). Inovasi Kurikulum, 19(2), 213-226. https://doi.org/10.17509/jik.v19i2.44226
Ekayogi, I. W. (2023). Blended learning sebagai upaya mengatasi learning lost di sekolah dasar (Blended Learning as an Effort to Overcome Learning Lost in Elementary Schools). Jurnal IKA, 21(1), 27–35. https://doi.org/10.23887/ika.v21i1.44630
Eliyasni, R., Kenedi, A. K., & Sayer, I. M. (2019). Blended learning and project based learning: The method to improve students’ higher order thinking skill (HOTS). Jurnal Iqra’ : Kajian Ilmu Pendidikan, 4(2), 231–248. https://doi.org/10.25217/ji.v4i2.549
Fahlevi, M. R. (2022). Kajian project based blended learning sebagai model pembelajaran pasca pandemi dan bentuk implementasi kurikulum merdeka (Review of Project Based Blended Learning as a Post-Pandemic Learning Model and Implementation of the Merdeka Curriculum). Sustainable Jurnal Kajian Mutu Pendidikan, 5(2), 230–249. https://doi.org/10.32923/kjmp.v5i2.2714
Fatimah, A. T., & Amam, A. (2018). Rencana pelaksanaan pembelajaran matematika di sekolah menengah kejuruan (Learning Implementation Plan for Mathematics in Vocational High School). Jurnal Penelitian Dan Pembelajaran Matematika, 11(2). https://doi.org/10.30870/jppm.v11i2.3756
Firdayanti, Tjandi, Y., & Mustari, L. (2022). Penerapan model pembelajaran project-based blended learning untuk meningkatkan hasil belajar di masa pandemi pada mata pelajaran bimbingan TIK di SMPN 2 sungguminasa gowa (Application of Project-Based Blended Learning Model to Improve Learning Outcomes during Pandemic in ICT Guidance Subjects at SMPN 2 Sungguminasa Gowa). SEMINAR NASIONAL ICE 2022 “Metaverse, Internet of Things (IoT) Dan Teknologi Inovatif Untuk Masa Depan Indonesia,” 69–73.
Habibah, N., Abduh, M., Hendri, H., & Nizaar, M. (2024). Penguatan Guru pendamping khusus non pendidikan luar biasa dalam menangani siswa berkebutuhan khusus (Strengthening Non-Exceptional Education Special Assistance Teachers in Dealing With Students With Special Needs). Buletin KKN Pendidikan, 6(1), 61–75. https://doi.org/10.23917/bkkndik.v6i1.23652
Handayani, H. R. (2019). Peningkatan kompetensi guru dalam menyusun RPP dan pelaksanaan pembelajaran melalui teknik IHT (In House Training) (Improving Teachers' Competence in Developing Lesson Plans and Implementing Learning through the IHT (In House Training) Technique). Ideguru: Jurnal Karya Ilmiah Guru, 4(1), 32–36. https://doi.org/10.51169/ideguru.v4i1.66
Handayani, L. (2020). Peningkatan motivasi belajar IPA melalui model pembelajaran project based learning pada masa pandemi COVID-19 bagi siswa SMP negeri 4 gunungsari (Increasing Science Learning Motivation Through Project Based Learning Model during the Covid-19 Pandemic for Students of SMP Negeri 4 Gunungsari). Jurnal Paedagogy, 7(3), 168. https://doi.org/10.33394/jp.v7i3.2726
Harahap, G. M., Pratiwi, D. E., Yunus, F., Rambe, A. A., Fahmi, R., & Yusnaldi, E. (2024). The influence of teachers’ educational background on interest in learning social science. Education Achievment: Journal of Science and Research, 5(2), 434–439. https://doi.org/10.51178/jsr.v5i2.1931
Harahap, U. P. (2021). Efforts to improve the ability of junior high school teachers in developing learning implementation plans (RPP) through in house training activities. JPGI (Jurnal Penelitian Guru Indonesia), 6(3), 788. https://doi.org/10.29210/021173jpgi0005
Hariyono, & Andrini, V. S. (2020). Contribution of project-based blended learning (PjB2L) learning model to technoprenuership ability in higher education. International Journal of Advanced Multidisciplinary Scientific Research, 3(4), 1–15. https://doi.org/10.31426/ijamsr.2020.3.4.3211
Imtiyas, I. A. R., & Simatupang, N. (2022a). Pengaruh latar belakang pendidikan guru PAUD terhadap kemampuan mengelola pembelajaran selama masa pandemi (Survey pada Guru paud di Kecamatan Waru) (The Effect of Educational Background of PAUD Teachers on the Ability to Manage Learning During the Pandemic Period (Survey of PAUD Teachers in Waru District)). Indonesian Journal of Islamic Early Childhood Education Study, 7(1), 46–55. https://doi.org/10.51529/ijiece.v7i1.308
Imtiyas, I. A. R., & Simatupang, N. (2022b). The effect of early childhood teacher’s educational background on the ability to manage children’s learning: Evidence from learning process during COVID 19 pandemic. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(2), 67–76. https://doi.org/10.14421/jga.2022.72-02
Indriani, F. D., & Kuswanto, K. (2021). Pengaruh latar belakang pendidikan dan kompetensi guru PAUD terhadap proses pembelajaran (The Effect of Educational Background and Competence of Early Childhood Teachers on the Learning Process). Pedagogi, 7(2), 1–15. https://doi.org/10.30651/pedagogi.v7i2.8261
Kholida, S. I., & Suprianto. (2020). Achievement of student learning outcomes in learning strategy subjects through the PjBL model with the help of the zoom application and on whatsapp messenger during the COVID-19 pandemic. Prosiding Seminar Nasional Pendidikan Fisika FITK UNSIQ, 2(1), 280–286.
Maula, N. N., & Nalim. (2024). Pengaruh latar belakang pendidikan guru terhadap kompetensi pedagogik dan hasil belajar matematika siswa (Influence of Teacher Educational Background on Pedagogical Competence and Student Mathematics Learning Outcomes). Circle: Jurnal Pendidikan Matematika, 4(1), 78–87. http://dx.doi.org/10.28918/circle.v4i1.6906
Muhsin, M., Imron, I., & Mawardi, I. (2024). Pengaruh latar belakang pendidikan dan profesionalisme guru terhadap manajemen penilaian pembelajaran PAI SMP negeri di kabupaten wonosobo. Leader: Jurnal Manajemen Pendidikan Islam, 2(1), 151–162. https://doi.org/10.32939/ljmpi.v2i1.3549
Rahayu, D., Marpaung, D. S., Fatimatuzzahrah, F., Khairunnisa, K., Ilham, I., Ningrat, K. P., & Solihah, R. (2022). Efektivitas pembelajaran dengan metode blended learning terhadap hasil belajar mahasiswa (The Effectiveness of Blended Learning on Student Learning Outcomes). Jurnal Kewarganegaraan, 6(1), 1773–1782. https://doi.org/10.31316/jk.v6i1.2790
Rais, M., Rivai, A. A., Rahman, K., & Novitasari, E. (2020). The effectiveness of project-based blended learning in accommodating digital literacy skills. Proceeding of International Conference on Science and Advanced Technology, 1727–1736.
Rasyada, A., Zulfah, R., & Hasanah, U. (2022). Peran guru dalam proses pembelajaran anak berkebutuhan khusus di SDLBN 1 amuntai (The Role of Teachers in the Learning Process of Children with Special Needs at Sdlbn 1 Amuntai). Islamic Education, 1(1), 1–8.
Rehalat, A., & ’Ainy, Z. N. (2022). Pengaruh latar belakang pendidikan guru terhadap proses pembelajaran di kelas pada SMP muhammadiyah ambon (The Effect of Teacher Educational Background on the Learning Process in the Classroom at SMP Muhammadiyah Ambon). Perspektif Pendidikan Dan Keguruan, 13(2), 81–87. https://doi.org/10.25299/perspektif.2022.vol13(2).10592
Riza, M., Kartono, & Susilaningsiha, E. (2020). Kajian project based learning (PjBL) pada kondisi sebelum dan pada saat pandemi COVID-19 berlangsung (Study of Project Based Learning (PjBL) in Conditions Before and during the Covid-19 Pandemic). Seminar Nasional Pascasarjana 2020, 3(1), 236–241.
Salma, W. A., Basori, B., & Hatta, P. (2021). The Effectiveness and effect of Project-Based Blended Learning on Student Achievement in Online Learning at Surakarta, Indonesia. IJIE (Indonesian Journal of Informatics Education), 5(1), 1. https://doi.org/10.20961/ijie.v5i1.44029
Selian, N., & Khodijah, S. (2022). Pengaruh latar belakang pendidikan terhadap kompetensi pedagogik guru taman kanak-kanak di kabupaten bengkalis (The Effect of Educational Background on the Pedagogical Competence of Kindergarten Teachers in Bengkalis Regency). JoECCE: Journal of Early Childhood and Character Education, 2(2), 1-10. https://doi.org/10.21580/joecce.v2i2.11301
Septiarti, K., Rivaie, W., & Budjang, G. (2018). Penguasaan kompetensi pedagogik guru sosiologi (Sociology Teacher's Mastery of Pedagogic Competence). JPPK: Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 7(3), 1–8. https://doi.org/https://dx.doi.org/10.26418/jppk.v7i3.24454
Siregar, L. H. (2019). Penerapan metode pembelajaran blended learning terhadap hasil belajar mahasiswa di institut pendidikan tapanuli selatan padangsidimpuan (Application of Blended Learning Methods to Student Learning Outcomes at the South Tapanuli Institute of Education Padangsidimpuan). Jurnal Education and Development, 7(1), 91–94. https://doi.org/10.37081/ed.v7i1.783
Suryani, L., Susilawati, T., & Harijito. (2021). Inovasi pembelajaran blended learningdengan metode project based learningterhadap motivasi, minat dan hasil belajar siswa di masa pandemi COVID-19 (Blended Learning Innovation with Project Based Learning Method on Student Motivation, Interest and Learning Outcomes during the Covid-19 Pandemic). Jurnal Tambora, 5(2), 79–86. https://dx.doi.org/10.36761/jt.v5i2.1129
Suwiwa, I. G. (2021). Efektifitas model pembelajaran project base learning dalam konteks bleded learning untuk meningkatkan pengetahuan dan keterampilan pencak silat mahasiswa (Effectiveness of Project Base Learning Model in Bled Learning Context to Improve Knowledge and Skills of Pencak Silat Students). Jurnal Pendidikan Jasmani dan Olahraga, 6(2), 262–267. https://doi.org/10.17509/jpjo.v6i2.38583
Suyatno, S. (2020). Analisis kompetensi penyusunan rencana pelaksanaan pembelajaran (RPP) guru bahasa arab madrasah tsanawiyah (Analysis of Competence in Preparation of Learning Implementation Plan (RPP) of Arabic Language Teacher in Madrasah Tsanawiyah). Jurnal Edutrained : Jurnal Pendidikan Dan Pelatihan, 4(1), 12–26. https://doi.org/10.37730/edutrained.v4i1.51
Tika, I. N., & Agustiana, I. G. A. T. (2021). The effect of a blended learning project based learning model on scientific attitudes and science learning outcomes. Jurnal Ilmiah Sekolah Dasar, 5(4), 557–566. https://doi.org/10.23887/jisd.v5i4.39869
Wahyudi, W., & Winanto, A. (2018). Development of project based blended learning (PjB2L) model to increase pre-service primary teacher creativity. Jurnal Pendidikan dan Pengajaran, 51(2), 93–109. https://doi.org/10.23887/jpp.v51i2.12795
Yusuf, H. T. (2022). Teachers evaluation of concurrent and consecutive teacher education models in south-west, nigeria. Indonesian Journal on Learning and Advanced Education (IJOLAE), 4(2), 107–117. https://doi.org/10.23917/ijolae.v4i2.17599
Copyright (c) 2024 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 48 times
PDF downloaded = 51 times
Similarity Check downloaded = 5 times
