Formative Evaluation for the Development of Blended Learning

Models

Evi Susilawati, Atmawarni and Liesna Andriany

Lecturer At The Islamic University Of North Sumatera, Medan Indonesia.

Keywords: Formative Evaluation, Blended Learning.

Abstract: The development of learning models in this study is intended to determine the effectiveness of learning

models using formative evaluation. This research uses formative evaluation aiming to examine the

feasibility of constructional-based blended learning model in the Civics course. This formative evaluation

will present the results of the feasibility test of constructional-based blended learning models in the Civics

course to become a prototype of learning development through the following stages: (1) review of expert

Civics materials, (2) review of learning design experts, (3) revision of instructional media experts. The

results of this formative evaluation as a need analysis for the fulfilment of the feasibility of the learning

model development is based on the finalization of the learning model. The results of this feasibility test are

carried out by 2 (two) PKn material expert reviews, 2 (two) review of learning design experts, and 2 (two)

revised learning media experts. Based on the results of the formative evaluation it can be stated that the

constructional-based blended learning model in the Civics course is declared feasible to test its practicality

for the students to solve the problem of learning Civics courses at the Education Faculty of Islamic

University of North Sumatra at this time.

1 INTRODUCTION

Modifications and variations in current learning are

characterized by the rapid development of

information and communication technology

(ICT).The effect that accompanies the development

of ICT can be seen from the development of

computer and internet-based learning models which

are now known as e-learning. E-learning is one of

the innovations in learning technology that

integrates information technology and

communication with learning content (Ali, Uppal &

Guliver, 2018: 2).E-learning is a form of distance

education that uses electronic media as a medium for

delivering material and communication between

lecturers and students (Abuhassna &Yahaya, 2018:

304-3045).Thus e-learning learning activities are

learning activities carried out individually or in

groups that are done online or offline through

networks or personal computers and other electronic

devices.

The use of e-learning has advantages and

disadvantages.The advantages of e-learning are as

follows: (1)availability of e-moderating facilities

where lecturers and students can communicate easily

through internet facilities on a regular basis or at any

time and anywhere without being limited by

distance, place and time, (2)lecturers and students

can use teaching materials such as structured and

scheduled modules via the internet, (3)students can

learn and reflect again on the subject matter at any

time and anywhere if needed remembering the

teaching materials stored on the computer, (4)if

students need additional information related to the

material they study, they can access the internet, (5)

lecturers and students can hold discussions via the

internet which can be followed by a large number of

study participants, (6)changes in the role of lecturers

and students from passive to active, (7) learning is

relatively more effective and efficient (Kattoua, Al-

Lozi, & Alrowwad, 2016:756). E-learning learning

is very helpful learning process, especially in the

delivery of material because it can attract students'

interest in participating in the lesson and students are

motivated to understand the contents of the subject

matter.

The use of e-learning is inseparable from the

following shortcomings: (1) lack of interaction

between lecturers and students,, (2)the tendency to

ignore academic aspects or social aspects and

Susilawati, E., Atmawarni, . and Andr iany, L.

Formative Evaluation for the Development of Blended Learning Models.

DOI: 10.5220/0008884803330340

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 333-340

ISBN: 978-989-758-437-4

333

instead encouraging business or commercial aspects,

(3)the learning and teaching process tends towards

training rather than education, (4) changing the role

of the lecturer from the one who previously

mastered face-to-face learning techniques to master

the learning techniques using ICT (Information

Communication Technology) (Kattoua, Al-Lozi, &

Alrowwad, 2016:756). Although e-learning can be

used in learning activities independently, the

presence of lecturers is very meaningful where the

presence of the lecturer serves to support and assist

students in the learning process (Maurer, 2017).

Looking at the existing studies, the biggest

obstacle to using e-learning is the process of direct

interaction between lecturers and students

(Sirkemaa, 2014:176-177). It is realized that a

learning process occurs from the existence of a two-

way communication process between students and

lecturers.This is the fact that causes e-learning

programs do not always get satisfactory results. E-

learning only occurs interaction between students

and lecturers in cyberspace (Traxler, 2017, 2-

4).Besides that, often the material is abundant and

fully available and students can also study anytime

and anywhere, as long as they are connected through

the network, but still the level of use of e-learning

materials is low.Learning independently using e-

learning requires feedback and two-way interaction

between lecturers and students. The feedback on the

two-way interaction between the lecturer and the

student is certainly done through face-to-face

learning..

Face-to-face learning is learning where the

lecturer teaches by conveying information and

knowledge to achieve certain learning goals for a

number of students through face-to-face meeting

activities at certain times and places (Ananga &

Biney, 2017:168).Face-to-face learning has

advantages and disadvantages. The advantage of this

face-to-face learning is that lecturers can convey

information quickly, material that is abundant and

clearly decomposed with a large number of learning

groups. (Chawinga, 2017:1-2). While the weakness

of face-to-face learning is more emphasized on one-

way communication in which to control students'

understanding of learning material is very limited

and communication is created in one direction so

that knowledge possessed by students will be limited

(Jacobs. 2013).

Based on the problems as explained above, a

settlement effort is needed to cover the weaknesses

of face-to-face learning and e-learning by using a

blended learning model. A model is interpreted as a

pattern that can fundamentally show a complete

picture of something that will be done and the results

to be achieved (Klein, Pacheco, & Righi, 2017:

440).In learning activities, learning models are

needed as an effort to enable students to understand

or master a particular theme so that the learning

objectives to be conveyed can be achieved. At

present, with the advancement of the lecturer

paradigm with various learning models, a blended

learning model is designed.

Blended learning model is a combination of face-

to-face learning models with e-learning

models(Dewi et all, 2018: 90). Blended learning

model is also interpreted as a face-to-face learning

model that is supported by e-learning-based learning

models so that the learning process will run

optimally because the advantages of both models

will be complementary from each of the two

learning model deficiencies. (Galvis, 2018). Blended

learning model is defined as a learning model that

combines strategies for delivering learning using

face-to-face activities, computer-based learning

(offline), and online computers (internet and mobile

learning) (Sari et all, 2018: 163-164).

Looking at the opinions above, it can be

interpreted that blended learning model can combine

face-to-face learning with computer-based

learning.That is, learning with a learning technology

approach with a combination of face-to-face

learning resources with teachers and those contained

in computer media, cellular or iPhone phones,

satellite television channels, video conferencing, and

other electronic media so that students and lecturers

can work together to improve quality learning. The

main objective of this blended learning model is to

provide opportunities for various characteristics of

students so that they can learn independently,

continuously so that learning activities become more

effective, more efficient, and more attractive (Lee,

2016). Blended learning model is the best choice to

increase effectiveness, efficiency, and greater

attractiveness in interacting between students in

diverse learning environments (Rivera, 2017:81-83).

Blended learning models offer learning opportunities

for students so that they can learn better both

together and separately, as well as at the same time

or differently (Nortvig, Petersen, & Balle, 2018:47-

49). Blended learning models offer learning

opportunities for students so that they can learn

better both together and separately, as well as at the

same time or differently (Suliman et all, 2018:55-

56).Therefore, the blended learning model provides

learning facilitation that is very sensitive to all

differences in psychological characteristics and

student learning environment.

ICMR 2018 - International Conference on Multidisciplinary Research

334

Seeing so much usefulness of using blended

learning model, before being used as a standard

learning model it is necessary to evaluate it so that

the learning model is truly tested for effectiveness as

a standard prototype learning model.Before

becoming a learning model, this blended learning

model needs to be designed so that learning

conditions and learning activities and how to use

various learning resources can be well designed.The

need for a blended learning model is designed in

advance because a learning design emphasizes

learning processes and conditions that serve as a

reference framework to identify abilities or

capabilities that are learning outcomes and produce

blueprints that can be copied and imitated based on

the size set.So the prototype is the initial form

(example) of the product or standard size of an entity

in this blended learning design.In this case, the

prototype is a functional version of the learning unit

which is usually still in the form of a draft that has

been completed and its content component is

integrated and still needs to be tested for

effectiveness and efficiency through the testing

stages. The test stages are done by using formative

evaluation. Formative evaluation is defined as a

consideration of the weaknesses and strengths of a

learning model in the stages of its development with

the aim of revising the learning model to increase its

effectiveness and attractiveness (Udoukpong &

Okon, 2012:205-207). Dick & Carrey

(2005:276)suggests that formative evaluation is a

design process to obtain data that can be used to

review learning design to be more efficient and

effective.Another definition of formative evaluation

is the activity of assessing to find feedback where

the results of the feedback are used to improve the

assessment process being carried out (Gloria et all,

2018:2). Based on this formative evaluation an

overview of the successes and failures of the

blended learning model will be obtained, that has

been made for the next appropriate actions taken to

correct the failures that have been found.

The main concept underlying the formative

evaluation carried out in the development of a

learning model is the process of obtaining data

which is then revised so that the learning model is

more efficient and effective. The emphasis in

formative evaluation is on data collection and

analysis and revision of learning products.When the

final version of learning is produced, other

evaluators may collect data to determine its

effectiveness.There are 3 (three) formative

evaluation procedures which can be seen in Figure 1

below:

Figure 1:Formative Evaluation Procedure.

In Figure 1 above it can be seen that 3 (three)

formative evaluation procedures are: (1) One to One

Evaluation (Individual Evaluation); in this stage the

learning design team collaborates with students to

obtain data to revise learning material, (2) A Small

Group Evaluation, student groups representing the

target population who study learning materials, (3)

A Field Trial, this stage emphasizes the testing of

the procedures needed for the application of learning

materials in real situations.The three phases of

formative evaluation above must be preceded by a

review by experts who are not directly involved in

learning development projects but have expertise

relevant to the learning material being

developed.The review of experts in this study is seen

from: (1) review of Civics material experts, (2)

review of learning design experts, (3) review of

instructional media experts. The role of experts in

formative evaluation is to provide reviews or

opinions for improvements and changes in the first

draft of the design. Opinions from these experts are

One to One

Evaluation

Formative Evaluation Procedure – Dick & Carey

Small Group

Evaluation

Field Trial

In Environment

which close to

real Situation

Implementation

-Colleague

-Expert

Judgement

1.Educatio

Technology

Expert

2. Materials

Expert

3. ICT

Revision

Formative Evaluation for the Development of Blended Learning Models

335

recommended as recommendations in improving

existing learning models.

In individual evaluations, the purpose of

individual formative evaluation is to identify and

remove striking errors in learning and to get early

indications and reactions of students to the contents

of the learning material developed.This can occur

through direct interaction between developers of

blended learning models and students.Furthermore,

small group evaluations are carried out to see the

effectiveness of changes and identify the remaining

problems after individual evaluations are conducted

and to determine whether students can use learning

materials without interacting with lecturers.

2 METHODOLOGY

2.1 Research Design

This research uses mixed methods research. Mixed

methods research is a research design that provides

philosophical assumptions in showing direction or

giving instructions on how to collect data and

analyze data and a combination of quantitative and

qualitative approaches through several phases of the

research process (Creamer, 2018:11). Data Analysis

uses SPSS version 24.0 For Windows.

2.2 Sample

This study describes the results of the feasibility test

of constructional-based blended learning models in

the Civics course to become a prototype of learning

development.This research activity is in the context

of retrieving data and processing data from: (1)

expert material on learning Pancasila and

CivicsCourse, (2) design experts learning course for

Pancasila and Civics, (3) media experts learning

Pancasila and Civics Course.This study describes

the results of the feasibility test of constructional-

based blended learning models in the Civics course

to become a prototype of learning development.

2.3 Instrument

The instrument used in this study is developed by

researchers. Instrument in this study depends on the

number of research variables studied in which the

indicators have been determined.Based on these

indicators research instruments are formulated.

Indicators for instruments for experts in learning

CivicsCourse are as follows: (1) Clarity of learning

objectives, (2) Accuracy of material coverage, (3)

Quality of practice questions, (4) Digestibility of

material and logical exposure, (5) Use of language,

(6) Ease of understanding of language, (7)

Exploration , (8) Illustration.

Instruments for learning design experts can be

seen from the following indicators:(1) The accuracy

of topic selection, (2) Suitability of material with

learning indicators, (3) Training provision, (4)

Consistency of Tests with learning indicators.

Learning media expert instruments are outlined with

the following indicators: (1) Execution orders on e-

learning, (2) Consistency with program flow, (3) e-

learning sustainability, (4) system efficiency, (5)

display accuracy, (6 ) Server management, (7)

Consistency between parts of the lesson, (8) Easy

modification.

2.4 Data Collection and Analysis

Before doing the data analysis, the research is first

tested for validity and reliability testing of research

instruments using the help of SPSS 24 for Windows

program.The results of the validity test of

constructional-based blended learning models in the

Civicscourse by experts on Civicslearning material

on the quality of blended learning models can be

seen in Table 1 below:

Table 1: Score of Expert Evaluation of Learning Materials

About the Quality of Learning Models

constructional-

based Blended Learning Models in Civics Courses.

Assessment

Indicator

Validator

∑s =

S1+

Criteria

Clarity of learning

objectives

5 5 5 1,00 Valid

The accuracy of the

material coverage

5 5 5 1,00 Valid

Quality of practice

questions

5 4 5 0,92 Valid

Material digestion

and logical

osure

4 5 4 0,83 Valid

Use of language

5 5 5 1,00 Valid

Easy understanding

of language

5 5 5 1,00 Valid

Authorization

4 4 4 0,75 Valid

Illustration

5 5 5 1,00 Valid

Referring to Table 1, it can be seen that the

validity test according to the material expert shows

that the quality of the Civics course learning model

is from the aspect of the quality of the majority

ICMR 2018 - International Conference on Multidisciplinary Research

336

learning material in the "Valid" criteria. Expert

validation results of this subject matter indicate that

constructional based blended learning model in

Civics courses can be used in the next research

activity.

Learning design experts validate the product on

aspects of learning design including the aspects of

content feasibility which consist of the quality of

learning design, presentation aspects which consist

of information design quality and interaction quality,

and graphic aspects which consist of presentation

quality and presentation design qualityThe results of

the validation in the form of an assessment score of

the Civics course learning model component on the

quality aspect of constructivist based blended

learning model design can be seen in the following

Table 2:

Table 2: Assessment Score of learning models By

Learning Design Experts Regarding Quality Aspects of

Design Blended Learning Model Based on

constructivist

course of Civics.

Assessment

Indicator

Validator

∑s=

S1+ S2

Criteria

1 2 3

The accuracy

of topic

selection

4 4 4 0,75 Valid

Suitability of

material with

learning

indicators

4 5 4 0,83 Valid

3 Training 5 4 5 0,92 Valid

Consistency

Test with

learning

indicators

4 5 5 0,92 Valid

Based on the assessment of the learning design

experts contained in Table 2 it is about the quality

aspects of the majority learning design stated in the

criteria "Valid".The design expert validation results

of this lesson indicate that constructional blended

learning model in Civics course can be used in the

next research activity: Media experts learning of

Pancasila and Civics coursevalidation aspects:

command execution on e-learning, consistency with

program flow, e-learning sustainability, system

efficiency, display accuracy, server management,

consistency between parts of learning, easy

modification. The results of the validation in the

form of an assessment score of a constructional

blended learning model based on Civicscourse on

programming aspects can be seen in the following

Table 3:

Table 3: Score of Expert Evaluation Learning Media

Model of constructional -Based Blended Learning in

Civics Courses by Learning Media Experts.

Assessment

Indicator

Validator

∑s =

S1 +

Criteria

1 2 3

e-learningexecution

5 5 5 1,00 Valid

consistency in the

line of the progra

4 4 5 0,83 Valid

Continuation of e-

learning

5 4 5 0,92 Valid

System efficiency

5 5 4 0,92 Valid

Display accuracy

5 5 4 0,92 Valid

Server management

5 4 4 0,83 Valid

consistency among

arts of learning

5 5 5 1,00 Valid

easy modification

4 4 4 0,75 Valid

Evaluation from instructional media experts in

Table 3 shows constructional learning based on

blended learning models in the majority of

Civicscourse in the "Valid" criteria.The results of the

media expert validation study show that

constructivist based blended learning models on

Civicscourse could be used in the next research

activity.

3 RESULT

Formative evaluation results by material experts,

learning design experts and learning material experts

on each aspect of assessment as a whole are

determined by the average score in their respective

categories. As for the average percentage of the

results of formative evaluation by material experts,

learning design experts and software engineering

experts will be described as follows.

a. Formative Evaluation Results for Civics

Expert Learning Material

Expert learning materials conduct formative

evaluation of a blended learning model based on

constructivist subjects of civic education from the

Formative Evaluation for the Development of Blended Learning Models

337

quality aspect of learning material, which can be

seen in Table 4 below:

Table 4: Percentage of Average Results of Formative

Evaluation on the Quality of constructional Based

Blended Learning Models in CivicsCourse.

No Categorization

Average

Percentage

Criteria

Aspects of

learning

material

0,94 Valid

Aspects of

learning

strategies

0,87 Valid

Aspects of

learning

delivery

systems

0,92 Valid

Mean 0,91 Valid

b. Formative Evaluation Results of Learning

Design Experts

Learning design experts conduct formative

evaluations of constructional learning based on

blended learning models on civics course on the

quality aspects of learning design which can be seen

in Table 5 below:

Table 5 : Average Percentage of Formative Evaluation

Results on Quality Design of Constructivistic Blended

Learning Learning in CivicsCourse.

No Categorization

Average

Percentage

Criteria

Quality of learning

design

0,85 Valid

Quality of information

design

0,92 Valid

Quality of interaction

design

0,92 Valid

Presentation Design

Quality

0,88 Valid

Mean 0,89 Valid

c. Formative Evaluation Results of Learning

Media Experts

Formative Evaluation Results Media Learning

Experts Learning media experts conduct formative

evaluation of constructional learning based on

blended learning models on civicscourse on aspects

of the quality of learning media, which can be seen

in the following Table 6:

Table 6: Percentage of Average Results of Formative

Evaluation on the Quality of Learning Media Model of

constructional -Based Blended Learning in Civics

Course.

No Categorization

Average

Percentage

Criteria

1 Programming 0,90 Valid

Technical quality

or appearance

0,92 Valid

Mean 0,91 Valid

4 ANALYSIS

The results of formative evaluation by material

experts, learning design experts and instructional

media experts on each aspect of assessment as a

whole are analyzed to determine whether or not

feasible, a constructional construct based blended

learning model is developed in the Civics

course.The results of the formative evaluation

analysis of the learning material experts assess the

constructional based blended learning model in the

Civics course based on three aspects: the quality of

learning material, the quality of learning strategies

and the quality of the learning delivery system

which show the average percentage of formative

evaluation of 0.94 in each aspects of the quality of

learning material, 0.93 on the quality aspects of

learning strategies, and 0.91 on aspects of the

delivery system of learning including the Valid

category as a whole, which means the learning

model in the Civics course can meet the demands of

learning needs. The results of the assessment of the

Civics Education subject learning material

developed show some minor errors in the form of

typing errors in Modules 01.02,03.04,05,06 and 07,

not a concept error and could be corrected through

revisions. The learning model in the Civics course

by learning material experts is declared feasible to

be tested for practicality and field trials with

revisions in the wrong section.Formative evaluation

of learning design experts on aspects of the quality

of learning design show an average percentage of

0.89 included in the Valid category, which means

the physical appearance of the learning model of

functional civics course for improving student

learning motivation.

Furthermore, formative evaluation of

instructional media experts on the quality aspects of

design of a blended learning model based on

constructivist shows an average percentage of 0.91,

including the Valid category, which means the

regulation of the content of learning takes into

account the aspects of interaction between student

ICMR 2018 - International Conference on Multidisciplinary Research

338

participants and learning so that a condition can be

facilitated to facilitate learning. . This shows that the

interactive learning media developed have an

attractive appearance so that they can arouse

students' interest in learning.

Based on the results of the formative evaluation

of experts in learning civics course, design experts,

and instructional media experts, it is stated that the

civics courselearning model deserves to be field

tested with revisions according to the suggestions

put forward, namely in the discussion group there is

no student list. Comments from the learning design

experts summarized show that the Civics course

learning model can be accepted and in general or

valid. The results of the analysis of the problems

raised by the experts in Civics learning materials are

described as follows:

a) There is a misconception about the order of

presentation of Civicscourse and group subject

matter so that the sequence or presentation

sequence is not well arranged, which is originally

the learning device group at the end between the

other groups.

b) There is a typing error in the sentence below the

picture on the opening page, namely "click on

the group of learning devices to enter the

opening page."

c) All presentation of Civics course material should

be given an introduction and supporting media.

5 CONCLUSION

Formative evaluation of constructional-based

blended learning models in the Civics course is the

result of a feasibility test to become a prototype of

learning development pursued through the following

stages: (1) review of Civics material experts, (2)

review of learning design experts, (3) revision

learning media experts.

The results of this formative evaluation as a

needs analysis for the fulfillment of the feasibility

of the learning model developed based on the

finalization of a constructional-based blended

learning model in the Civics course.

Based on the results of the formative evaluation,

experts in Civics learning material obtained, an

average value of 0.91 validation which indicats that

the constructional-based blended learning model in

the Civics Education course could meet the

demands of learning needs.

Formative evaluation of learning design experts

on aspects of the quality of learning design shows an

average percentage of 0.84, which means that the

physical appearance of the Civics learning model

makes it easy for students to obtain the desired

information.

Furthermore, formative evaluation of

instructional media experts on the quality aspects of

design of a constructionalblended learning model

based on shows an average percentage of 0.91,

which means that the regulation of the content of

learning takes into account the aspects of interaction

between students and learning so that a condition

can be created to facilitate learning.

6 RECOMMENDATION

Formative evaluation results of experts in learning

Civics, learning design experts and instructional

media experts indicate that constructional-based

blended learning models in the Civics course can

meet the demands of learning needs, providing

convenience for students to obtain the desired

information, and creating capable learning

conditions, facilitating learning. Therefore the

results of this study can be recommended for testing

to students in order to solve the problem of learning

Civicscourse at the Faculty of Education of the

Islamic University of North Sumatra at this time.

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