Factors of Blended Learning Model through Design Thinking Process with Practicum Experience to Enhance Teacher Students’ Innovatorship
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Abstract
This research aimed to investigate factors and processes of blended learning model through design thinking process with practicum experience to enhance teacher students’ innovatorship. The research methodology was divided into two phases. The first phase was an interview with lecturers of 21 teacher students on the topic of the factors and the processes of blended learning model. The research tool in this phase was a questionnaire asking the opinions of teacher students’ 21 lecturers. In the second phase, a small group meeting (Focus group) was organized in order to obtain the components and steps of the teaching and learning model from nine experts. The research tool in this phase was a group chat log. The data was analyzed by using frequency values and group discussion. The results showed that there were six main compositions of the teaching-learning model, namely a teaching and learning technology, teachers, learners, mentors, content design and innovation development, and constructionism. The results also presented that there were eight steps of the teaching and learning consisting of an orientation, in-depth understanding of user problems, problem interpretation, brainstorming, creating innovation prototypes, testing innovation, reflecting and exchanging of knowledge. Classes were conducted by using blended learning model with the ratio of 80:20 for online and onsite respectively.
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