Development of Learning Models in the Educational Era 4.0 (Development of Blended Learning using Trello Software and Google Classroom)

Abstract

Entering the era of education 4.0 the implementation of blended learning in learning has increased. This implementation aimsto offer time and place flexibility in learning. In addition, blended learning can also accommodate diverse studentcharacteristics. Often with the development of various learning platforms and software, the use of blended learning must beincreasingly innovative. Blended learning can be completely developed in different ways, and adjusted to the characteristics ofstudents. One development is to use software that can support learning. This study was conducted in terms of research anddevelopment that aims to develop a blended learning model by utilizing the Trello and Google Classroom software in LibraryManagement courses in tertiary institutions. This model can help students understand the basic concepts in librarymanagement and practice it directly. This model also allows students to conduct experiments in a shorter time and encouragethem to explore library management activities. The development of blended learning is done by combining face-to-face learningand learning in online networks through software to optimize the benefits of both methods. The research process is divided into2 phases: 1) the development of blended learning learning by utilizing Trello software and Google Classroom, and 2) theresults of the development of blended learning which are analyzed from the results of evaluating the achievements of the courses.The research sample was 2 classes of Library Management courses chosen by purposive sampling technique. The resultsshowed that Trello Software and Google Classroom can be used actively in lectures. Trello is used as a medium ofcommunication, control, and project management practical activities carried out by students in various libraries. While GoogleClassroom is used in activities that require more complex information and instructions and as a means to collect assignmentsonline. The results of the development of blended learning can be seen from the results of evaluating the achievement of courseswhich showed 94% of students graduated at CPMK 1, 78% of students graduated at CPMK 2, and 83% of studentsgraduated at CPMK 3. The total graduation for the combined three CPMK was 86%.