IMPLEMENTASI PENDIDIKAN KARAKTER  DALAM PEMBELAJARAN BAHASA INGGRIS DENGAN  METODE BLENDED LEARNING DI SMP SWASTA AL IHSAN MULIA - MEDAN

TITIM ELIAWATI; APRILIA  KEMALASARI; EVI  MAHARANI

doi:10.51878/community.v2i1.1449

Authors

TITIM ELIAWATI Universitas Potensi Utama
APRILIA KEMALASARI Universitas Potensi Utama
EVI MAHARANI Universitas Potensi Utama

DOI:

https://doi.org/10.51878/community.v2i1.1449

Keywords:

pendidikan karakter, blended learning, karakter remaja

Abstract

This community service activity provides a deep meaning about humans as social beings who sometimes need a social environment, meeting with friends and teachers where learning effectiveness can be achieved with the help of others around us. This community service activity has the theme "Implementation of Character Education in English Learning Using the Blended Learning Method" at Al Ihsan Mulia Private Junior High School - Medan. The results of this activity showed that 31.25% (± 10 participants) preferred the blended learning method, and 68.75 (± 22 participants) preferred the offline (face-to-face) learning method. All students (100% of participants) stated that the facilities that support online learning must be adequate if blended learning methods are applied in the classroom. From this activity, it can be concluded that blended learning will be very effective if the facilities owned by the teacher and students support the continuity of the class.

ABSTRAK
Kegiatan pengabdian masyarakat yang dilakukan ini memberikan makna mendalam tentang manusia sebagai makhluk sosial yang kadangkala membutuhkan lingkugan sosial, bertemu dengan teman-teman dan guru dimana efektivitas pembelajaran dapat tercapai dengan bantuan orang lain di sekitar kita. Kegiatan pengabdian masyarakat ini memiliki tema “Implementasi Pendidikan Karakter Dalam Pembelajaran Bahasa Inggris Dengan Metode Blended Learning” di SMP Swasta Al Ihsan Mulia – Medan. Hasil dari kegiatan ini menunjukkan bahwa 31.25% (± 10 peserta) lebih menyukai metode blended learning, dan 68.75 (± 22 peserta) lebih menyukai metode pembelajaran offline (tatap muka). Seluruh siswa/siswi (100% peserta) menyatakan bahwa fasilitas yang mendukung pembelajaran online harus memadai jika diberlakukan metode blended learning di dalam kelas. Dari kegiatan ini dapat disimpulkan bahwa blended learning akan menjadi sangat efektif jika fasilitas yang dimiliki oleh pengajar dan murid mendukung keberlangsungan kelas tersebut.

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