(Take Home Task UAS)

Course: Independent Learning Lecturer: Dr. Meini Sondra, M. d

BLENDED LEARNING IN DESIGN DEVELOPMENT SUBJECT PLC DUAL PROGRAM MODE

!ame: "aina# Ari$in !im: %&'()*)+, rodi: S - , Tec.no#og/ 0ducation

Program Studi S2 T e k o ! o g i Pe didika Negeri Sura$a%a 2&'(

U i"er#ita#

De1e#opment o$ 2#ended Learning Design Su34ects in t.e dua# mode LC rogram "aina# Ari$in , ST5%&'()*)+, 0ducationa# Tec.no#og/ ascara4ana Unesa Sura3a/a 6aina#.4ono 7 gmai#.com

a$#tra)t
LC is a su34ect t.at needs to 3e taken 3/ 1ocationa# students ma4oring in e#ectronics engineering industr/ . Co1erage o$ materia# on su34ects 1er/ dense so it takes a #ot o$ time a##ocation in order to comp#ete t.e #esson . In dua# mode program o$ course it 3ecomes a pro3#em 3ecause t.e a##ocation o$ #imited time and t.e mode# representation o$ t.e materia# in t.e print instructiona# materia#s t.at are di$$icu#t to understand , especia##/ $or t.e concepts o$ #ogic so t.at it 3ecomes a 3arrier $or ma.asias8a in understanding t.e materia# . To o1ercome t.ese o3stac#es t.en de1e#oping an instructiona# design approac. t.at 3#ended #earning s/stem . T.is s/stem com3ines t.e se#$-#earning s/stem 3ased on ICT 8it. $ace-to- $ace s/stem . De1e#opment o$ 3#ended s/stems on particu#ar su34ects LC program com3ines dua#- mode se#$-#earning s/stems 3/ using mu#timedia e9uipped 8it. re#e1ant 8e3sites t.at can 3e accessed o$$#ine 8it. m -#earning . T.e se#ection o$ t.e mu#timedia and m -#earning is 3ased on t.e #imitations $ound in t.e on#ine #earning s/stem is an internet connection is s#o8 and 8eak signa#s in certain areas . :e/8ords : 3#ended #earning , LC concept , Dua# Mode

C*APTER I INTRODUCTION
A. 3ackground rogramma3#e #ogic contro# ( LC ) is t.e su34ect o$ programming concepts o$ industria# e9uipment t.at needs to 3e understood 3/ students o$ SM: as support in de1e#oping engineering tec.no#og/ #earning in 1ocationa# .ig. sc.oo#s . 2ased on t.e s/##a3us , t.is course co1ers t.e concepts o$ input , process , output , supporting e9uipment . ;$ co1erage o$ t.e materia# , 8e can kno8 t.at some o$ t.e c.aracteristics o$ t.e materia# to 3e co1ered in t.is course are #ogic , in particu#ar materia# on t.e process or programming . To assist students in understanding t.e concepts , need to app#/ an appropriate #earning strategies a#ong 8it. appropriate media concreti6e t.e concept to 3e #earned . rogramming #ogic contro# su34ects is one o$ t.e su34ects to 3e taken 3/ 1ocationa# students . In regu#ar c#asses , 2asic Concepts o$ programming materia# can 3e more easi#/ #earned and understood 3/ students as 8e## as pro$essors ask students to $ind t.eir o8n in$ormation re#ated to t.e materia# t.roug. a 1ariet/ o$ print and on#ine sources , #ecturers a#so use certain media to 1isua#i6e t.e concepts t.e nature o$ #ogic . In addition , t.e a##ocation o$ time to #earning more programming considered more proportionate to t.e materia# needs to 3e studied . In contrast to t.e regu#ar program , t.e program is a dua#- mode education program $or teac.ers 8.o are continuing studies o$ S- , on#/ .as a 1er/ #imited a##ocation and deemed not to meet t.e materia# needs too muc. on t.e concept o$ LC courses . T.e #imited time in $ace to $ace meetings do not pro1ide opportunities $or students to discuss and consu#t $ree#/ a3out t.e pro3#ems $aced 8.en stud/ing t.e materia# independent#/. In addition , t.e #imitations o$ t.e mode# representation o$ t.e materia# in t.e print instructiona# materia#s on t.is course $or a dua# mode program gi1es students a signi$icant o3stac#e in t.e process o$ understanding t.e materia# . Time constraints and t.e a3i#it/ o$ t.e materia# representation o$ t.e print instructiona# materia#s are t.e t8o most important t.ings to 3e considered and reso#1ed immediate#/ . ;ne strateg/ t.at can 3e used to o1ercome t.ese o3stac#es , especia##/ on dua#-mode program is ICT -3ased #earning strategies . ICT components t.at can 3e used as a #earning too# and t.e media in ICT-3ased #earning is a mo3i#e p.one and interacti1e mu#timedia so$t8are . ICT-3ased #earning using mo3i#e p.ones 3etter kno8n as mo3i#e #earning . <eddes (,))+ ) stated t.at mo3i#e #earning is t.e process o$ in$ormation pemro#e.an 1ariet/ o$ kno8#edge and ski##s t.roug. t.e use o$ mo3i#e tec.no#ogies t.at can 3e done an/time, an/8.ere , resu#ting in a c.ange in t.e 3e.a1ior o$ its users . =.i#e t.e use o$ mu#timedia so$t8are 3/ Su/anti (,))+ ) 8ere a3#e to adapt t.e #earning st/#es o$ di$$erent students in eac. indi1idua# , ot.er t.an t.at 8.ic. is presented in a mu#timedia 1isua#i6ation a##o8s t.e #earner 8i## 3e easier to understand t.e materia# 3/ adding animation , 1ideo , te>t and audio . App#ication o$ ICT-3ased #earning can 3e integrated .armonious#/ run pri1ate co##a3orati1e -3ased #earning approac. . T.e presence in t.e #earning session t.at a##o8s students to discuss 3ot. 1irtua# and $ace-to -$ace pro1ides an opportunit/ $or students to de1e#op t.e kno8#edge .e .ad. T.ere$ore , #earning strateg/ t.at com3ines se1era# approac.es suc. as ICT and co##a3orati1e #earning can 3e accommodated 8it. 2#ended #earning approac.es . According to ?ea/ (,))% ) and ?oone/ ( ,))&) states t.at 3#ended #earning is a #earning approac. t.at

com3ines $ace-to- $ace meetings ( in- c#ass session ) 8it. on#ine and o$$#ine #earning in an e$$ort to com3ine t.e ad1antages o$ 3ot. t/pes o$ met.ods used . 2ased on t.e a3o1e , it is necessar/ to de1e#op t.e design o$ 3#ended dua# mode programs . T.ere$ore, 8e conducted in-dept. t.eoretica# studies o$ 3#ended #earning as an e$$ort to de1e#op a #earning design in accordance 8it. t.e c.aracteristics o$ t.e programs and courses . 0>posure in order to 3e a #iterature re1ie8 is $ocused , t.en t.e $ormu#ation o$ t.e pro3#em is as $o##o8s : %. =.at is a 3#ended #earning s/stem and .o8 its c.aracteristics @ ,. An/ ICT-3ased #earning are com3ined in a 3#ended #earning concept $or #ectures dua# mode LC program @ &. Ho8 to design a 3#ended #earning concept $or #ectures dua# mode LC program @

C*APTER II SUBJECT REVIE+ B, T-eor% #tud% B,' B!e ded !ear i g 2#ended #earning is a #earning approac. t.at com3ines $ace-to- $ace meetings ( in- c#ass session ) 8it. on#ine #earning as an attempt to com3ine t.e ad1antages o$ 3ot. t/pes o$ met.ods used ( ?ea/ , ,))%A ?oone/ , ,))&) . In #ine 8it. t.is opinion , and Smi#anic. =i#son (,))* ) states t.at 3#ended #earning is a com3ination o$ e -#earning 8it. t.e #earning programs suc. as training or mentoring is done $ace to $ace . Ho8e1er, t.e imp#ementation o$ e -#earning in 3#ended #earning .as some prett/ di$$icu#t o3stac#es . T.e main o3stac#e in t.e imp#ementation o$ e -#earning is internet access is s#o8 and re9uires a signi$icant $inancia# cost to make e -#earning is not a $a1ored approac. to #earning . T.ere$ore , t.e 3#ended #earning , to consider an o$$#ine #earning s/stem t.at a##o8s students to o3tain 1arious in$ormation materia#s 8it.out .a1ing to connect to t.e internet . T.e use o$ an o$$#ine #earning s/stem can 3e used as an a#ternati1e in 3#ended #earning t.at 8i## 3e imp#emented . Carman (,))* ) promoted $i1e important components to consider in imp#ementing 2#ended #earning a3out t.e s/stem t.at raised t.em o$$#ine #earning . T.e $i1e components are: a. Li1e e1ent . T.e e>istence o$ $ace-to -$ace #earning sessions 8.ere tutors meet 8it. #earners is an important composition o$ 3#ended #earning . 3. Se#$ - aced Learning . At t.is stage, as/nc.ronous #earning 8.ere #earners per$orm #earning independent#/. Learners can access #earning materia#s in t.e $orm o$ te>t-3ased or mu#timedia - 3assed on#ine ( 1ia t.e 8e3 or mo3i#e de1ice) and o$$#ine ( print instructiona# materia#s or CD ) . c. Co##a3oration. 2#ended #earning en1ironment must 3e a3#e to create a co##a3orati1e atmosp.ere 8.ere #earners can communicate 8e## 8it. ot.er #earners and t.e instructor 1ia mo3i#e p.one , emai# , on#ine c.at , etc. . d. Assessment . In a 3#ended #earning s.ou#d 3e measured against t.e #earnerBs kno8#edge t.roug. a pre - assessment and post - assessment . e. ?e$erence Materia#s. Materia# content in a 3#ended #earning needs to 3e supported 3/ t.e source o$ teac.ing materia#s 8.ic. can 3e o3tained on#ine or o$$#ine . Crom t.e a3o1e description , 8e can see t.at t.e pro1ision o$ $aci#ities $or o$$#ine #earning in t.e $orm o$ a mu#timedia CD is a strategic a#ternati1e in o1ercoming o3stac#es in e -#earning . In addition , to $aci#itate t.e students in a discussion t.at actua##/ use on#ine discussion $orums in e -#earning can 3e o1ercome 8it. t.e use o$ a mo3i#e p.one . 2ased on t.is, t.e attempt to com3ine t.e mu#timedia-3ased #earning and mo3i#e #earning in 3#ended #earning is t.e rig.t step to 3e de1e#oped in science education . T.e imp#ementation o$ e -#earning in 3#ended #earning .as se1era# #imitations . According 2arge#e/ ( in Latc.em D Eung , ,)%)) states t.at t.e imp#ementation o$ e -#earning in Asia

a$$ected 3/ t.e #ack o$ in$rastructure , .ig. cost , s#o8 internet speeds , and 1ira# in$ections on computer net8orks . In addition , according to Latc.em D Eung ( ,)%)) stated t.at computer users 8.o accessed t.e Internet in Asia remained at a #o8 #e1e# . T.ese #imitations can in$#uence t.e e$$ecti1eness o$ 3#ended #earning using e -#earning as a #earning s/stem . T.ere$ore , ot.er strategies are needed to address t.is pro3#em 3/ engaging in m -#earning 2#ended #earning is e>pected to 3e used as a supp#ement $or supporting e -#earning s/stem . B,2 T-e )om$i atio o. ICT /$a#ed !ear i g i B!e ded A00roa)As stated in t.e pre1ious description t.at 3#ended #earning is a com3ination o$ ICT-3ased #earning , especia##/ e -#earning 8it. $ace-to- $ace t.e ICT-3ased #earning in t.is program inc#ude #earning pengem3angkan 3er3asisa used as a medium o$ mu#timedia e-#earning 8it. an o$$#ine s/stem 3ecause it can connect to some sites re#e1ant o$$#ine and m -#earning . Mu#timedia and m -#earning is c.osen to o1ercome eknda#a constraints associated 8it. internet connections in on#ine #earning . T.e $o##o8ing description o$ t.e mu#timedia-3ased #earning and m -#earning . B,2,' Mu!timedia /$a#ed Lear i g Su/anti (,))+ ) , t.e use o$ mu#timedia tec.no#og/ is a3#e to adapt to di$$erences in computer student #earning so t.at students #earn in a $un en1ironment . resented t.roug. mu#timedia 1isua#i6ation a##o8s #earners to na1igate, interact , create and communicate 3/ connecting t.eir senses so ent.usiastica##/ t.at t.e in$ormation entered into t.e memor/ more dura3#e and eas/ to reca## at t.e time t.e in$ormation 8as su3mitted . Fe. et a# addition . , ( ,))%) in .is stud/ o$ designing a #earning 3/ adding images and sounds in a so$t8are 8as a3#e to 8e#come students 8it. a 8e## pro1en 3/ t.e .ig. response o$ t.e students in t.e #earning process . C.era D =ood (,))& ) suggested t.at i$ t.e attracti1e mu#timedia mu#timedia can .a1e t.e $o##o8ing ad1antages : a. Users can interact direct#/ 8it. $aci#ities #ocated in t.e computer mu#timedia tec.no#og/ . 3. Impro1ing #earning moti1ation in se#$-#earners . c. Maintain concentration 8.en students pa/ attention to t.e teac.ing materia# is presented in a mu#timedia computer . T.e main ad1antage o$ t.e use o$ mu#timedia 3/ ?odrigues ( in 2o8/er , ,))&) 8.ic. #ies in t.e strengt. o$ t.e concept de1e#opment , adapting t.e di$$erences in t.e 8a/ students #earn , and t.e kno8#edge associated 8it. t.e de1e#opment and contro# o$ t.e #earning ac.ie1ement #e1e#s o$ #earners . Additiona##/ ;s3orne (%(() ), suggests t.at mu#timedia computers can 3e used to de1e#op a 3etter understanding o$ t.e concept compared 8it. traditiona# approac.es . B,2,2 Mo$i!e !ear i g In$ormation and communication tec.no#og/ .as no8 3ecome a trend in t.e 8or#d o$ education . In t.e conte>t o$ #earning , t.e use o$ ICT .as an impact on t.e de1e#opment o$ ICT -3ased #earning approac.es t.at inc#ude e -#earning and m -#earning . ;ne o$ t.e dra83acks o$ e -#earning is o$ten users $ee# $rustrated 3ecause t.e internet connection is s#o8

and unre#ia3#e , so it makes users $ee# re#uctant to engage in e -#earning . T.e so#utions o$$ered to so#1e t.is pro3#em is t.e imp#ementation o$ m -#earning as an instructiona# approac. t.at .as se1era# ad1antages t.at 8i## not 3e $ound on e -#earning . Tra>#er (,))* ) suggested t.at m -#earning is a teac.ing strateg/ t.at in1o#1es t.e use o$ .and.e#d and mo3i#e tec.no#ogies suc. as mo3i#e p.ones , smartp.ones , persona# digita# assistans ( DAs ) , ta3#et Cs and e1en #aptop Cs . Curt.ermore <eddes (,))+ ) states t.at m -#earning is t.e process o$ in$ormation pemro#e.an 1arious kno8#edge and ski##s t.roug. t.e use o$ mo3i#e tec.no#og/ to do 8.ene1er and 8.ere1er resu#ting in a c.ange in t.e 3e.a1ior o$ its users . A simi#ar sentiment 8as e>pressed 3/ S.i. et a# . , ( ,)%)) 8.ic. states t.at t.e adoption o$ mo3i#e de1ices not on#/ pro1ide meaning$u# #earning e>periences $or students in a c#assroom en1ironment , 3ut a#so a##o8s $or #earning outside t.e c#assroom so t.at it pro1ides an opportunit/ $or students to construct t.eir o8n concept to 3e ac.ie1ed in accordance 8it. t.e st/#e and #earning capa3i#it/ . Crom t.at sense , t.en m -#earning can 3e de$ined as an approac. to #earning 8it. t.e use o$ .and.e#d de1ices and mo3i#e tec.no#og/ t.at a##o8s #earners ac9uire t.e necessar/ kno8#edge in space and in$inite time so t.at t.e process o$ t.e de1e#opment o$ studentsB t.inking a3i#ities can occur at an/ time and in an/ condition . :oo#e ( in A##/ , ,))() suggests t.at t.e de1e#opment o$ m -#earning mode#s need to pa/ attention to t.ree aspects , 8.ic. are as $o##o8s : %. De1ice , re$er to t.e t/pe , c.aracter and $unction o$ mo3i#e de1ices t.at 8i## digunakan.se3agai 3ridge 3et8een tec.no#og/ and #earning , t.en t.e de1ice t.at is used s.ou#d 3e designed so t.at t.e user is at t.e #e1e# o$ p./sica# and ps/c.o#ogica# com$ort 8.en using it . ,. Learners , t.is aspect is 3ased on t.e 3e#ie$ t.at cogniti1e a3i#ities , prior kno8#edge , emotion and moti1ation o$ students can a$$ect c.ange , understanding and trans$erring in$ormation . Mo3i#e #earning 8i## .e#p it .appen 3ecause it a##o8s students to access content on a 8ide 1ariet/ o$ materia#s and $ormats appropriate conte>t . &. Socia# , in1o#1es t.e process o$ socia# interaction and cooperation among a communit/ o$ #earners 8.o are in$#uenced 3/ #oca# cu#tura# c#imate . T.e a3o1e t.ree aspects need to 3e integrated .armonious#/ so t.at t.e imp#ementation o$ m #earning can create a c#imate t.at is com$orta3#e and conduci1e #earning t.at 8i## impact on t.e ac.ie1ement o$ t.e e>pected #earning goa#s . T.e same t.ing a#so e>pressed 3/ Eeng et a# . , ( ,)%)) 8.ic. states t.at #earning to use a mo3i#e de1ice must inc#ude suita3#e so$t8are , t.e rig.t content , and com3ined 8it. t.e appropriate pedagogica# strategies suc. as co##a3orati1e and cooperati1e . Mo3i#e tec.no#og/ t.at is used in m -#earning can 3e di1ided into t8o t/pes , name#/ m -#earning 3/ uti#i6ing a mo3i#e C ( eg a #aptop or a ta3#et ) and mo3i#e p.one ( Tra>#er , ,))*) . T.e use o$ mo3i#e Cs in t.e m -#earning is sti## 3eing de1e#oped . Se1era# studies suggest t.at t.e pedagogica# component o$ e - #earning is sti## 1er/ dominant in$#uence m -#earning domain . T.is is 8./ t.e m -#earning 3/ using mo3i#e Cs and e -#earning 1er/ di$$icu#t to distinguis. . Anot.er case in m -#earning using a mo3i#e p.one t.at .as a distincti1e c.aracter t.at sets it apart $rom e -#earning . 0>perientia# #earning m -#earning o$$ered 3/ t.is mo3i#e p.one inc#udes t.e de#i1er/ o$ content materia# a#ong 8it. ot.er

attri3utes and interacti1e #earning t.roug. S.ort Massage Ser1ice ( SMS ) t.at ena3#es $#e>i3#e interaction 3et8een a## parties in1o#1ed in #earning . 2ased on t.e resu#ts o$ researc. conducted 3/ t.e Uni1ersit/ o$ Hong :ong , S.ang.ai Eiao Tong Uni1ersit/ and t.e ;pen Uni1ersit/ o$ t.e .i#ippines ( in Latc.em D Eung , ,)%)) stated t.at t.e use o$ DAs and smartp.ones 3ased #earning m -#earning can impro1e student ac.ie1ement . S.ang.ai Eiao Tong Uni1ersit/ .a1e e1en tried to imp#ement m -#earning s/stem in #earning t.at a##o8s students to recei1e te>t materia#s, audio and 1ideo materia#s re#ated to #earning , and to esta3#is. e$$ecti1e communication 8it. teac.ers and ot.er students 1ia SMS ( S.ort Massage Ser1ice ) . In #earning to m -#earning s/stem , teac.ers can periodica##/ recei1e SMS su3missions $orm o$ an opinion or 9uestion students , monitor studentsB progress , test student understanding , and o3tain $eed3ack on t.eir #earning is 3eing carried out . Co6dar and :umar ( in Latc.em D Eung , ,)%)) states t.at t.e use o$ SMS in #earning is a #earning de1ice t.at is ine>pensi1e , easi#/ accessi3#e , and so a##o8 $or meaning$u# communication 3et8een teac.ers and students and can a$$ect t.e po8er o$ t.e .ig. student retention o$ t.e materia# #earned . Moreo1er , t.e use o$ m -#earning s/stem is recommended $or use in countries t.at sti## .a1e a pro3#em in t.e use o$ a computer connected to t.e internet as 8e## as Indonesia . B,2,1 B!e ded Lear i g De#ig 2 T-e )om$i atio o. mu!timedia /$a#ed !ear i g a d mo$i!e !ear i g 3 i #u$4e)t# PLC Program Dua! Mode# su34ect programma3#e #ogic contro# ( LC ) is one o$ t.e 1ocationa# su34ects to 3e taken 3/ students ma4oring in industria# e#ectronics engineering $rom &rd semester to semester G . In genera# , t.e description o$ t.is course aims to pro1ide an understanding o$ t.e princip#es o$ programming or automation industr/ as . T.e scope o$ t.e su34ects o$ discussion inc#ude : Input A rocess , and ;utput . C.aracteristics o$ materia#s partia##/ 2asic Concepts LC #ogic . =.ere t.is concept emp.asi6es t.e #ogic o$ t.e premrograman an industria# e9uipment . To assist students in understanding t.e concepts , t.en diterapkan#a. 3ased #earning 3#ended #earning strateg/ 8.ic. a#so inc#udes ICT 3e3asis using mo3i#e p.ones and mu#timedia so$t8are com3ined 8it. co##a3orati1e #earning approac.es . As $or t.e design o$ 3#ended #earning 3ased on t.e concept o$ LC courses are as $o##o8s :

Subjects blended learning at PLC

ICT-Based Learning

face to Face

Mobile learning

Soft)are si ulation * "ulti edia PLC

collaborative

Instructional (questions & assign ents! S"S via obile #$one

Content Content (%ni ation& i ages& te't& audio and video! Lin(s to so e relevant sites offline

Discussion based on relevant case studies

CI<. % Design App#ication o$ 2#ended Learning in t.e Course Concepts LC Ta3#e %. ;perationa# Design Learning Imp#ementation T.roug. t.e App#ication o$ 2#ended Learning LC T.e concept o$ 3#ended #earning at Se#$-Stud/ Session Mobile learning 3ased Mu#timedia #ecturer Student #ecturer student ro1ide Send t.e Send t.e Stud/ing t.e 9uestions ans8er to t.e ans8er to concept o$ a regarding t.e 9uestion is t.e mu#timedia content 1ia gi1en 1ia 9uestion is CD LC SMS de1oted SMS. To gi1en 1ia 3ased se#$ to eac. ans8er t.ese SMS. To a8areness or indi1idua# 9uestions ans8er stimu#ated student. students need t.ese t.roug. t.e Lecturer to #earn t.e 9uestions 9uestions gi1es date#ine concept o$ students gi1en #ecturer time $or LC need to 1ia SMS. students to mu#timedia #earn t.e ans8er CD gi1en to concept o$ H Asking 9uestions students in LC 9uestions 1ia ad1ance. mu#timedia SMS i$ t.e/ ro1ide C.airman o$ CD gi1en $ind t.ings 9uestions 1ia t.e group to students di$$icu#t to SMS re#ated coordinate in ad1ance. understand materia#s t.at 8it. ot.er 8.en are pro3#em group LC Cace to Cace Sessions #ecturer H Announced t.e 1a#ues o3tained $rom t.e studentsB 9uestions 1ia SMS $or 3ot. indi1idua#s and groups. H Announced a#so students and groups 8it. t.e .ig.est 1a#ue. Directing t.e process o$ c#ass discussion. Materia# taken $rom t.e student ;3tain in$ormation a3out t.e #e1e# o$ a3i#it/ o$ eac. indi1idua# and t.e group re$#ected on t.e 1a#ue o3tained.

Conduct a c#ass discussion $aci#itated 3/ #ecturers. It is

so#1ing or case stud/ aimed at t.e group. SMS is on#/ sent to t.e c.airman o$ t.e group $or $urt.er discussion 8it. t.e group mem3ers

mem3ers to discuss 9uestions re#ated to a gi1en $acu#t/. ?esu#ts reported to t.e $acu#t/ discussion in response to 9uestions 1ia SMS 3e$ore t.e dead#ine time

stud/ing mu#timedia CD.

discussion 9uestions 1ia SMS re#ating to pro3#em so#1ing or case stud/ t.at 8as sent ear#ier on eac. group and discussed 8it. mem3ers o$ t.e group 1ia communication net8ork 1ia SMS.

intended t.at a## students .a1e t.e same conception o$ re#ated materia#

C*APTER III CLOSING

A, )o )!u#io Su34ects LC .as prett/ so#id co1erage o$ materia# t.at re9uires 9uite a #ot o$ time a##ocation . Constraints $ound in C#ass Concept LC program especia##/ dua# mode are 1er/ #imited a##ocation o$ $ace to $ace meetings . T.is causes a #ot o$ materia# t.at is not comp#ete#/ remed/ studied . To reso#1e t.e matter, dirumuskan#a. a #earning s/stem t.at com3ines pedekatan ICT-3ased #earning as a so#ution $or se#$-#earning s/stem and t.e s/stem t.at carried out $ace-to- $ace co##a3oration . Learning approac. used is 2#ended #earning s/stems . T.e com3ination o$ ICT -3ased se#$-#earning 8it. $ace-to- $ace .as t.e potentia# to .e#p students #earn t.e materia# in t.e LC concept 8it. more $#e>i3i#it/ 3ecause it can 3e #earned easi#/ and $#e>i3#/ . T.e se#$-#earning ICT 3er3asisa de1e#oped in t.is program t.at com3ines mu#timedia -3ased #earning can 3e #inks to re#e1ant sites o$$#ine and m -#earning . 09uipped mu#timedia 8e3sites o$$#ine 8it. m - #earning is used as a so#ution o$ t.e pro3#em o$ t.e internet connection t.at is o$ten $ound in t.e on#ine #earning s/stem . T.roug. mu#timedia , t.e students 8i## 3e presented animations , images or 1ideos t.at can .e#p 1isua#i6e a3stract concepts contained in t.e materia# concept o$ t.e LC . =.i#e t.e m - #earning is used to condition and engage students 8.i#e doing independent stud/ t.roug. SMS su3missions .

RE5ERENCES A##/, M. (,))(). Mobile Learning Transforming the Delivery of Education and Training. At.a3asca Uni1ersit/ ress

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