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

Mir'atun Nur Arifah

Abstract


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


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