Student’s Perception of Blended Learning Implementation for Plant Structure and Development Courses and Their Influence on Student Grades in Biology Department of Andalas University

DOI

10.2991/assehr.k.210202.090How to use a DOI?

Keywords

Biology, blended learning, perception, structure and plant development

Abstract

Nowadays, information technology (internet) has a major influence on the world of education. The application of various learning media or “blended learning” has been carried out in the Plant Structure and Development course in the Biology Department, Andalas University. In its application, several obstacles were encountered so the research was carried out on student opinions regarding the use of various learning media. The study aim is to determine the learning media preferred by students. Data collection was carried out by using a questionnaire method which asked student’s satisfaction in using each learning media used in blended learning and then analyzed using the SPS3 program. Students are also asked to explain briefly the reasons for choosing the preferred learning media. In this study, students are generally preferred face-to-face compared to using other learning media. The implementation of blended learning (non-face-to-face) affects, namely a decrease in the percentage of students who get an A grade, an increase in the percentage of students with a B and a D grade.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Tesri Maideliza
AU  - Ahmad Taufik
AU  - Mansyurdin
PY  - 2021
DA  - 2021/02/03
TI  - Student’s Perception of Blended Learning Implementation for Plant Structure and Development Courses and Their Influence on Student Grades in Biology Department of Andalas University
BT  - Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020)
PB  - Atlantis Press
SP  - 522
EP  - 527
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210202.090
DO  - 10.2991/assehr.k.210202.090
ID  - Maideliza2021
ER  -