| Summary: | The study objectives were ; 1) to develop blended learning model using collaborative
and case – based learning 2) to conduct the experiment of blended learning model using
collaborative and case – based learning. The samples were 37 undergraduate students
registering in the Innovation and Information Technology In Education Course, in the second
semester of 2013 academic year, from Sample Random Sampling. The research instruments
were a questionnaire for instructors, a questionnaire for need learning management, teaching
model, model assessment, lesson plans for the blended learning model using collaborative
and case – based learning, learning management system or LMS, questionnaire for students’
opinion towards the blended learning model using collaborative and case – based learning,
and critical thinking test, test of problem solving thinking, and the assessment form of team
learning. The data were statistical analyzed by the following instruments percentage, mean, standard deviation, dependent t-test. Content analysis was employed in this research.
The results of the study revealed as follows: 1. The blended learning model using
collaborative and case – based learning name “BLCC 7 STEPS MODEL” which comprised
1) the input factors, such as teachers, learners, case study, technology, and circumstance in
blended learning and 2) the process composed of the orientation stage and the operational
stage of blended learning which contained 7 stages: stage 1 ; study the case assigned collaborative,
stage 2 ; diagnose the problem collaborative by brainstorming, stage 3 ; create
options collaborative for problem solving, stage 4 ; exchange or change the knowledge,
stage 5 ; evaluate the options and assign feasibility, stage 6 ; conclude and discuss the
results, and stage 7 ; present and evaluate their assignments.3) the output factors, such
as critical thinking problem solving thinking and team learning 4) Feedback 2. The result of
experimental from using the blended learning model using collaborative and case – based
learning indicated that the competence of critical thinking statistically significant higher than
before the implementation at .01. Problem solving thinking of undergraduate students from
the faculty of education were statistically significant higher than before the implementation
at .01. The competence of team learning in the blended learning model using collaborative
and case – based learning was at a high level ( = 4.41, S.D. =0.37) The opinion towards
the blended learning model using collaborative and case – based learning was at a high
level ( = 4.09, S.D. = 0.54)
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