Year: 2023 | Month: October-December | Volume: 7 | Issue: 4 | Pages: 30-46
DOI: https://doi.org/10.52403/gijash.20230405
Designing Blended Learning Program for Mathematical Economics Using Integrative Learning Design Framework Approach
Agustan Syamsuddin1, Abdul Rahman Rahim2, Wahyuddin3, Jainuddin4
1Department of Mathematics Education, Universitas Muhammadiyah Makassar, Makassar, Indonesia.
2Department of Management, Universitas Terbuka, Banten, Indonesia.
3Department of Mathematics Education, Universitas Muhammadiyah Makassar, Makassar, Indonesia.
4Department of Mathematics Education, Universitas Bosowa, Makassar, Indonesia.
Corresponding Author: Agustan Syamsuddin
ABSTRACT
The development of a blended learning approach is essential in order to effectively address the needs of both online and face-to-face learning environments. The objective of this work is to create a prototype for integrated learning in the field of mathematical economics. The implementation of a blended learning strategy in the construction of a learning program is facilitated by the utilization of the Integrative Learning Design Framework (ILDF) model. This model encompasses three distinct stages, namely exploration, enactment and evaluation. This study comprises a team of three individuals who possess expertise in the domains of instructional materials, educational media, and information technology. In order to assess the feasibility of the proposed learning design, a questionnaire was administered to a sample of 40 students, who were requested to complete it. The questionnaire encompasses an assessment of the preparedness of facilities and infrastructure, the development of teaching materials and media prototypes, and the evaluation of student replies. The findings indicated that the proportion of student answer scores attained a value of 83.75%, falling inside the practical category. Therefore, the created learning design can serve as an alternate approach for teaching economics mathematics, promoting increased student autonomy in the learning process. Thus, it provides students the chance to develop self-reliance in understanding and addressing economic issues using a mathematical problem-solving approach that integrates mathematical concept. Furthermore, it is crucial to explore alternative approaches to blended learning across different academic fields and strive to foster not only problem-solving skills but also the ability to recognize and make connections with students' metacognitive capabilities.
Keywords:[blended learning, design learning, ILDF model]
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