Development of Procedures in Designing Blended Learning Integrated Soft Skills in Higher Education

Abstract

Blended learning is a teaching approach that combines face-to-face and online learning, requiring instructors to design instruction that considers the combination and timing of both types of learning. The integration of these approaches aims to achieve learning goals. Thus, there is a need for a guide to assist instructors in designing valid, practical, and effective blended learning experiences. This study follows an Educational Design Research (EDR) methodology, which includes preliminary research, a prototyping phase, and an assessment phase, following the Plomp model. The research instruments used in this study include validation sheets, implementation assessment sheets completed by subjects, and participant response questionnaires. The data were analyzed using techniques to assess validity, practicality, and effectiveness. The analysis results indicate that all instruments fall within the valid category. The evaluation of practicality based on participant response questionnaires yielded an overall score of 80%, indicating practicality. The evaluation of effectiveness for the assessment of the design created by the subjects showed excellent results. Participant responses were positive, and the data on the impact of the design structure on new knowledge and skills indicated that participants effectively applied the acquired knowledge and skills. Therefore, the soft skills-oriented blended learning design in higher education has met the criteria of validity, practicality, and effectiveness.