Author
Sukini Sukini(1), Embang Uluk(2), Nieke Masruchiyah(3), R. Nurhayati4(4), Muh. Safar(5), Ika Agustina(6), Windy Dian Sari(7), Tomi Apra Santosa(8),
Universitas Widya Dharma Klaten, Indonesia(1)
Universitas Negeri Yogyakarta, Indonesia(2)
Universitas Borobudur, Indonesia(3)
Universitas Islam Ahmad Dahlan, Indonesia(4)
Universitas Muhamadiyah Bone, Indonesia(5)
Politeknik Negeri Media Kreatif Jakarta, Indonesia(6)
Sekolah Tinggi Agama Islam Fatahillah, Indonesia(7)
Akademi Teknik Adikarya, Indonesia(8) Corresponding Author PDF Full Text [File Size: 560KB]
Published : 2024-11-03
Article can trace at:
Article Metrics
Abstract Views: 192 times PDF Downloaded: 32 timesAbstract
This study aims to determine the influence of the Scholoogy-assisted blended learning model on improving language skills in prospective early childhood education teachers. This study is a quantitative research with a meta-analysis approach. The inclusion criteria in this study include a) research obtained through the Google Scholar database; DOAJ, ScienceDirect; Wos and Wiley, b) research must be indexed by the Science Technology and Index (SINTA), Web of Science or Scopus; c) the research topic must be relevant; d) the research was published in the 2021-2024 range; e) Research sample > 30 students. Analyze data with the help of JSAP applications. The results of this study concluded that the 23 studies analyzed obtained an effect size value (d = 1,081; Z = 9.685; p < 0.001) is included in the very high effect size category. These findings show that the Scholoogy-assisted blended learning model greatly affects language skills in early childhood education students. In addition, the application of the blended learning model assisted by schology is effective in helping to develop students' language skills in learning. This research is expected to contribute to the world of education and research in the future.
Keywords
References
Asnur, L., Jalinus, N., Faridah, A., Apra, T., Ambiyar, R. D., & Utami, F. (2024). Video-blogs ( Vlogs ) -based Project : A Meta Analysis. 14(5), 1553–1557.
Asrizal, A., Khairi, U., Yulkifli, Murtiani, M., & Mardian, V. (2022). Effect of Blended Learning Model (BLM) on Student Achievements: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 8(5), 2451–2459. https://doi.org/10.29303/jppipa.v8i5.2260
Badawi et al. (2023). Integration of Blended Learning and Project-Based Learning (BPjBL) on Achievement of Students’ learning goals: A Meta-analysis study. Pegem Journal of Education and Instruction, 13(4). https://doi.org/10.47750/pegegog.13.04.32
Bangkom, K., & Sukavatee, P. (2021). LEARN Journal: Language Education and Acquisition Research Network Effects of Oracy Building Instruction via Blended-learning Environment on Thai Students’ Metacognitive Awareness and Oracy Skills. Journal: Language Education and Acquisition Research Network, 14(1), 240–293. https://so04.tci-thaijo.org/index.php/LEARN/index
Borenstein, M., Hedges, L., & Rothstein, H. (2007). Introduction to Meta-Analysis. www.Meta-Analysis.com
Darma, I. K., Gede Made Karma, I., & Made Anom Santiana, I. (2020). Needs Analysis Development of Applied Mathematical Blended Learning Models Using Schoology LMS. Journal of Physics: Conference Series, 1569(4), 0–8. https://doi.org/10.1088/1742-6596/1569/4/042060
Dermawan, O., Defriyanto, Junaidah, Ayu, S. M., Busmayaril, Jayusman, & Gemilang, S. S. (2023). The influence of STEM-based blended learning model assisted by schoology on critical thinking skills. AIP Conference Proceedings, 2595. https://doi.org/10.1063/5.0123682
Dwianto, A., Wilujeng, I., Prasetyo, Z. K., & Suryadarma, I. G. P. (2017). The development of science domain based learning tool which is integrated with local wisdom to improve science process skill and scientific attitude. Jurnal Pendidikan IPA Indonesia, 6(1), 23–31. https://doi.org/10.15294/jpii.v6i1.7205
Edy Nurtamam, M., Apra Santosa, T., Aprilisia, S., Rahman, A., & Suharyat, Y. (2023). Meta-analysis: The Effectiveness of Iot-Based Flipped Learning to Improve Students’ Problem Solving Abilities. Jurnal Edumaspul, 7(1), 2023–1492.
Fauzi, M. R., Wardhani, D. S., Puspita, R. D., Pratama, D. F., & Septian Rahayu, G. D. (2021). Enhancing Narrative Writing Skills of Elementary School Teacher Education Students through Concentrated Language Encounter (CLE) Model Assisted by Short Film Learning Media. Mimbar Sekolah Dasar, 8(2), 133–148. https://doi.org/10.53400/mimbar-sd.v8i2.29464
Firdaus, M., & Mayasari, S. (2022). Schoology-Aided Instruction: Measuring the Effectiveness for Student-Teachers’ Reading Comprehension Achievement. Journal of Languages and Language Teaching, 10(3), 380. https://doi.org/10.33394/jollt.v10i3.5311
Gobena. (2020). Problems of Social Skills in Early Childhood Education Program on Ethiopia. International Online Journal of Primary Education, 9(2), 156–170.
Gonen, K., & Akbarov, A. (2016). Measuring the Effect of Blended Learning on Language Learners ’ Motivation With Arcs Model. International Journal of ELT, 4(1), 1–9.
Herut, A. H. (2024). Global trends of research on advancing the pedagogical competence of preschool teachers: A bibliometric analysis. Social Sciences and Humanities Open, 10(March), 100947. https://doi.org/10.1016/j.ssaho.2024.100947
Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023a). Effectiveness of STEM-Based Learning in Teaching 21 st Century Skills in Generation Z Student in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517
Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023b). Effectiveness of STEM-Based Learning in Teaching 21 st Century Skills in Generation Z Student in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517
Irawan, V. T., Sutadji, E., & Widiyanti. (2017). Blended learning based on schoology: Effort of improvement learning outcome and practicum chance in vocational high school. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1282031
Li, J., & Li, C. (2024). A Scoping Review of the Research on the Teaching Models of Online International Chinese Language Teaching. Journal of Education and Learning, 13(4), 255. https://doi.org/10.5539/jel.v13n4p255
Masyhudianti, U. K., Sutomo, N., & Suparno, S. (2018). The effectiveness of Schoology to teach writing viewed from students’ creativity. International Online Journal of Education and Teaching (IOJET), 5(4), 943–955. http://iojet.org/index.php/IOJET/article/view/484/304
Mdletye, Z., & Usadolo, S. E. (2024). Using a Blended Learning Approach to Encourage Course Interaction in a First-Year Business Communication Module. Research in Social Sciences and Technology, 9(1), 185–212. https://doi.org/10.46303/ressat.2024.11
Meier, T. (2020). Emergent Literacy. Black Communications and Learning to Read, 201–215. https://doi.org/10.4324/9781003064442-14
Miftah, R., Kurniawati, L., & Musa, K. F. (2024). Development of Prospective Teacher Student Worksheets Through Interactive Case-Based Learning Model Assisted by Cublend App to Improve Mathematical Literacy Skills. 16(4), 76–93.
Mulyono, H., Ismayama, D., Liestyana, A. R., & Komara, C. (2007). Efl Teachers ’ Perceptions of Foreign. Teaching English with Technology, 21(1), 60–74.
Nasution, R. K., Padmadewi, N. N., & Budiarta, L. G. R. (2022). a Case Study: Teaching Literacy Using Blended Learning System During Covid-19 Pandemic At North Bali Bilingual School. Jurnal Pendidikan Bahasa Inggris Indonesia, 10(2), 103–115. https://doi.org/10.23887/jpbi.v10i2.837
Nguyen, L. D., & Nguyen, L. V. (2022). Schoology as an Online Learning Platform to Enhance English Language Ability for Undergraduates in Vietnam. Call-Ej, 23(4), 139–161.
Nugraha Kholid, M. F., & Hastomo, T. (2022). Students’ Perceptions of Using Schoology in E-Learning: a Literature Review. English Education: Jurnal Tadris Bahasa Inggris, 15(1), 83–95. https://doi.org/10.24042/ee-jtbi.v15i1.10392
Oktarina, K., Suhaimi, Santosa, T. A., Razak, A., Irdawati, Ahda, Y., Lufri, & Putri, D. H. (2021). Meta-Analysis: The Effectiveness of Using Blended Learning on Multiple Intelligences and Student Character Education During the Covid-19 Period. International Journal of Education and Curriculum Application, 4(3), 184–192. http://journal.ummat.ac.id/index.php/IJECA/article/view/5505
Öztop, F. (2023). A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education. Journal of Science Learning, 6(2), 136–142. https://doi.org/10.17509/jsl.v6i2.52316
Park, Y., & Doo, M. Y. (2024). Role of AI in Blended Learning: A Systematic Literature Review. International Review of Research in Open and Distributed Learning, 25(1), 164–196. https://doi.org/10.19173/irrodl.v25i1.7566
Roqobih, F. D., Yuliani, & Rahayu, Y. S. (2019). Improving Student’s Creative Thinking Skill through Blended Learning using Schoology. Journal of Physics: Conference Series, 1417(1). https://doi.org/10.1088/1742-6596/1417/1/012094
Rose, M. L., Sabri, M. S., & Joseph, M. L. M. (2021). Blended Learning Models in Schoology: Effects on Students’ Mathematics Achievements and Perception Cite this paper Blended Learning Models in Schoology: Effects on Students’ Mathematics Achievements and Perception. 44 | Intersection, 2021(1), 44–52. https://www.academia.edu/download/75659389/Mendoza_and_Lapinid_Schoology.pdf
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
Sari, N., Fitriasari, P., & Octaria, D. (2020). Blended learning with schoology in learning macromedia flash-based instructional media. Journal of Physics: Conference Series, 1480(1). https://doi.org/10.1088/1742-6596/1480/1/012053
Sh, L., & Landry, S. H. (2008). Encyclopedia on Early Childhood Development ©2008 Centre of Excellence for Early Childhood Development The role of parents in early childhood learning. Encyclopedia on Early Childhood Development, 1–6.
Shavab, O. A. K. (2018). Schoology-Based Learning Management System (LMS) As an Innovation in History Learning. 2nd International Conference on History Education 2018 SCHOOLOGY-BASED, 174–179. http://history.sps.upi.edu/wp-content/uploads/2020/07/25-Shavab-2018-Schoology-Based-Learning-Management-System-LMS-as-An-Innovation-in-History-Learning.pdf
Shurygin, V., Abdullayev, I., Hajiyev, H., Yakutina, M., Kozachek, A., & Zakieva, R. (2024). Blended Learning: The Effect on Students’ Self-Regulation and Academic Achievements. Novitas-ROYAL, 18(1), 137–154. https://doi.org/10.5281/zenodo.11057892
Sim, T., Lee Ai Cheng, J., Sarawak, M., & Samarahan, K. (2024). Music-Based Language Programme Teacher Training on Preschool Teachers’ Music Teaching Self-Efficacy and Delivery Performance: a Case Study. Southeast Asia Early Childhood Journal, 13(1), 133. https://doi.org/10.37134/saecj.vol13.1.9.2024
Sudarma, I. K., Sujana, I. W., Dewantara, K. A. K., Ardiyasa, I. N. S., & Sudiartini, N. P. K. D. (2024). Breaking Barriers: Empowering Visual Impaired Students with Audio-Assisted Balinese Script Relief Media for Enhanced Literacy at A Special Public School. International Journal of Language Education, 8(2), 307–321. https://doi.org/10.26858/ijole.v8i2.64092
Sulisworo, D., Ummah, R., Nursolikh, M., & Rahardjo, W. (2020). The analysis of the critical thinking skills between blended learning implementation: Google Classroom and Schoology. Universal Journal of Educational Research, 8(3 B), 33–40. https://doi.org/10.13189/ujer.2020.081504
Suryati, T., & Suryana, K. (2019). The Effect of E-Learning Based on Schoology and Student Interest to Metacognitive Thinking Skill of Vocational High School Students in Archival Subject. International Journal of Research & Review (Www.Ijrrjournal.Com) Vol, 6(December), 12. www.ijrrjournal.com
Tamur, M., Juandi, D., & Kusumah, Y. S. (2020). The effectiveness of the application of mathematical software in indonesia; a meta-analysis study. International Journal of Instruction, 13(4), 867–884. https://doi.org/10.29333/iji.2020.13453a
Wantu, H. M., Muis, A., Zain, A., Hiola, S. F., Agustina, I., Santosa, T. A., Yastanti, U., & Nugraha, A. R. (2024). Effectiveness of Think-Pair-Share and STEM Models on Critical Thinking in Early Childhood Education. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(5), 1320–1330. https://doi.org/10.31004/obsesi.v8i5.6202
Youna Chatrine Bachtiar, Mohammad Edy Nurtamam, Tomi Apra Santosa, Unan Yasmaniar Oktiawati, & Abdul Rahman. (2023). the Effect of Problem Based Learning Model Based on React Approach on Students’ 21St Century Skills: Meta-Analysis. International Journal of Educational Review, Law And Social Sciences (IJERLAS), 3(5), 1576–1589. https://doi.org/10.54443/ijerlas.v3i5.1047
Zhovnir, M., Shevchenko, O., & Leshchenko, T. (2023). Incorporating Educational Smartphone Apps for Teaching Ukrainian As a Foreign Language To Medical Students. Advanced Education, 10(22), 103–121. https://doi.org/10.20535/2410-8286.274964
Zulkifli, Z., Satria, E., Supriyadi, A., & Santosa, T. A. (2022). Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department. Psychology, Evaluation, and Technology in Educational Research, 5(1), 32–42. https://doi.org/10.33292/petier.v5i1.144
Zulyusri, Z., Santosa, T. A., Festiyed, F., Yerimadesi, Y., Yohandri, Y., Razak, A., & Sofianora, A. (2023). Effectiveness of STEM Learning Based on Design Thinking in Improving Critical Thinking Skills in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(6), 112–119. https://doi.org/10.29303/jppipa.v9i6.3709
Refbacks
- There are currently no refbacks.