Hello, Ms. Yovika Sukma.
Thank you for presenting such a good paper.
I am so interested in this topic.
I have two questions about blended learning and its effect on mathematical skills.
(1) In your paper, you discuss blended learning and its effectiveness toward
students^ critical thinking. In which activity, we (as a teacher) can assess students^
critical thinking more flexibly? In online learning or face-to-face learning activity?
(2) Based on your opinion, do you think that blended learning can be a suitable
future learning model for education in Indonesia?
Please kindly give your explanation. Thank you.
Dear Mr. Yohannes,
Thank you for your appreciation and also your interesting questions.
Here I am trying to answer your questions.
For the first question, in which activities can we assess students^ critical thinking
skills more flexibility in online learning or face-to-face learning activity?
Based on the previous research, we can assess students ^critical thinking more
flexibility in online learning. For example, if we want to know the development of
our students^ critical thinking through discussion activities, if the discussion in the
face-to-face class we do not have an archive of what they discuss, so when we
want to assess the development does not exist. Still, if the discussion is in online
learning, we can quickly evaluate our students^ critical thinking skills because there
is an archive. So, online learning not only offers opportunities for students to
practice but also for teachers to check students^ understanding (Naidoo et al.,
2016)
https://doi.org/10.1080/09751122.2016.118905
For the second question, is it blended learning can be a suitable future learning
model for education in Indonesia?
So, my answer is yes, it is. In my opinion, in the future, all learning activities will
emphasize students^ ability to think not only to achieve certain goals, as we know
that developing thinking skills for students requires a lot of practice, time, and
teachers^ guidance. And with blended learning, teachers can continue guidance
students anywhere at any time, in the sense that teachers do not only guide
students in a face-to-face class but can still guide students outside face-to-face
class with online learning. So, in my opinion, blended learning is suitable for future
learning in Indonesia, with the condition all regions of Indonesia have the same
technological conditions, or in the area which possible to implement online learning.
That^s the answer from me. Hopefully, this answer answers your questions and
hopefully useful.
Thank you.
Dear Mr. Yohannes,
Thank you for your appreciation and also your interesting questions.
Here I am trying to answer your questions.
For the first question, in which activities can we assess students^ critical thinking
skills more flexibility in online learning or face-to-face learning activity?
Based on the previous research, we can assess students ^critical thinking more
flexibility in online learning. For example, if we want to know the development of
our students^ critical thinking through discussion activities, if the discussion in the
face-to-face class we do not have an archive of what they discuss, so when we
want to assess the development does not exist. Still, if the discussion is in online
learning, we can quickly evaluate our students^ critical thinking skills because there
is an archive. So, online learning not only offers opportunities for students to
practice but also for teachers to check students^ understanding (Naidoo et al.,
2016)
https://doi.org/10.1080/09751122.2016.118905
For the second question, is it blended learning can be a suitable future learning
model for education in Indonesia?
So, my answer is yes, it is. In my opinion, in the future, all learning activities will
emphasize students^ ability to think not only to achieve certain goals, as we know
that developing thinking skills for students requires a lot of practice, time, and
teachers^ guidance. And with blended learning, teachers can continue guidance
students anywhere at any time, in the sense that teachers do not only guide
students in a face-to-face class but can still guide students outside face-to-face
class with online learning. So, in my opinion, blended learning is suitable for future
learning in Indonesia, with the condition all regions of Indonesia have the same
technological conditions, or in the area which possible to implement online learning.
That^s the answer from me. Hopefully, this answer answers your questions and
hopefully useful.
Thank you.
Dear Mr. Yohannes,
Thank you for your appreciation and also your interesting questions.
Here I am trying to answer your questions.
For the first question, in which activities can we assess students^ critical thinking
skills more flexibility in online learning or face-to-face learning activity?
Based on the previous research, we can assess students ^critical thinking more
flexibility in online learning. For example, if we want to know the development of
our students^ critical thinking through discussion activities, if the discussion in the
face-to-face class we do not have an archive of what they discuss, so when we
want to assess the development does not exist. Still, if the discussion is in online
learning, we can quickly evaluate our students^ critical thinking skills because there
is an archive. So, online learning not only offers opportunities for students to
practice but also for teachers to check students^ understanding (Naidoo et al.,
2016)
https://doi.org/10.1080/09751122.2016.118905
For the second question, is it blended learning can be a suitable future learning
model for education in Indonesia?
So, my answer is yes, it is. In my opinion, in the future, all learning activities will
emphasize students^ ability to think not only to achieve certain goals, as we know
that developing thinking skills for students requires a lot of practice, time, and
teachers^ guidance. And with blended learning, teachers can continue guidance
students anywhere at any time, in the sense that teachers do not only guide
students in a face-to-face class but can still guide students outside face-to-face
class with online learning. So, in my opinion, blended learning is suitable for future
learning in Indonesia, with the condition all regions of Indonesia have the same
technological conditions, or in the area which possible to implement online learning.
That^s the answer from me. Hopefully, this answer answers your questions and
hopefully useful.
Thank you.
Dear Ms. Yovika Sukma,
I am really impressed by your presentation and also the topic that you have chosen.
In this chance, I would like to ask about the implementing of blended learning during
Covid-19 pandemic,
Well, can you please describe your opinion whether blended learning is appropriate to
implement during the pandemic or not?
Thank you in advance.
Dear Ms. Nana Diana,
Thank you for your appreciation and also your interesting question.
Here I am trying to answer your question.
Well, based on the decision of the Ministry of Education and Culture, Ministry of
Religion, Ministry of Health, and Ministry of Home Affairs regarding guidelines for
organizing learning during the pandemic COVID-19 that learning for elementary
education and secondary education for the yellow, orange, and the red zone is
prohibited to conducting face-to-face learning. So that in those zones, continue to
carry out learning activities with online learning. That means it is impossible to
implement blended learning because blended learning is a combination of face-to-
face and online learning. So, about your question ^whether blended learning is
appropriate to implement during the pandemic or not?^ the answer is not
appropriate for implementing blended learning in areas that yellow, orange, and
red zone because that zona is prohibited from doing face-to-face learning.
However, this blended learning is appropriate to be applied in areas in which the
green zone. Based on the guidelines for organizing learning during the pandemic
COVID-19, for the green zone areas with the approval of the students^ parents,
schools may apply face-to-face learning while taking into account health protocols.
Well, policies related to the time of learning activities are returned to respective
schools. For example, if schools that make the policy of learning time activities
reduce from standard time, teachers can still carry out learning activities without
worrying about lack of time with blended learning. Because blended learning allows
teachers to carry out online learning to complement face-to-face learning activities.
That^s the answer from me. Hopefully, this answer answers your question and
hopefully useful.
Thank you.
I see, now I can differentiate between blended learning and online learning that Corry
out during this pandemic. Thank you for your clear and detailed explanation Ms.
Yovika Sukma.
