[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601273-105":3,"doc-detail-601273-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","dinamika-ilmu-vol-21-no-2-blended-learning-as-a-developmental-model-strategy-of-teaching-and-learning-in-islamic-universities-in-indonesia","DINAMIKA ILMU - Vol. 21 No. 2 - Blended Learning as a Developmental Model Strategy of Teaching and Learning in Islamic Universities in Indonesia","","Blended learning is a current, demanding topic that can enhance lecturers’ competencies while giving students new experiences through a combination of learning platforms, including face-to-face interaction and online classes. The study explores blended learning implementation in Islamic universities across six Indonesian cities using direct observation, focus group discussions with program management policy, and semi-structured interviews with students to capture their perspectives. Findings show varied offline-to-online proportions (70:30, 60:40, 50:50) alongside consistently similar offline activities and notably engaging e-learning media. Student interviews indicate positive attitudes, with strong novelty and pedagogical implications.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dinamika-ilmu-vol-21-no-2-blended-learning-as-a-developmental-model-strategy-of-teaching-and-learning-in-islamic-universities-in-indonesia/601273/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-21-no-2-blended-learning-as-a-developmental-model-strategy-of-teaching-and-learning-in-islamic-universities-in-indonesia/601273.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of this study?","Question",{"text":63,"@type":64},"To explore how blended learning is implemented in Islamic universities across six different cities in Indonesia, and to examine related policies and student perspectives.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the researchers collect data?",{"text":68,"@type":64},"They used direct observation to map implementation strategies, focus group discussions with Islamic universities to discuss program-management policy, and semi-structured interviews with representative students.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about the balance between offline and online learning?",{"text":72,"@type":64},"The proportions of offline and online methods varied across universities, reported as 70:30, 60:40, or 50:50, while offline activities showed no slight differences and online platforms with varied e-learning media were considered very interesting.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601273,1792884450,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"DINAMIKA ILMU  \nVol. 21 No. 2, 2021  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \n doi: [http://doi.org/10.21093/di.v21i1.380](http://doi.org/10.21093/di.v21i1.3809)[9](http://doi.org/10.21093/di.v21i1.3809)  \nBlended Learning as a Developmental Model Strategy of Teaching and Learning in Islamic Universities in Indonesia  \nKhairul Saleh  \nSultan Muhammad Idris State Islamic University Samarinda, East Kalimantan [e-mail: khairulsaleh160765@gmail.com](e-mail: khairulsaleh160765@gmail.com)  \nIty Rukiyah  \nSultan Muhammad Idris State Islamic University Samarinda, East Kalimantan  \n[e-mail: kampusity123@gmail.com](e-mail: kampusity123@gmail.com)  \nMuhammad Arbain  \nUniversitas Borneo Tarakan Kalimantan Utara  \n[e-mail: m.asnawi.arbain@gmail.com](e-mail: m.asnawi.arbain@gmail.com)  \nAbstract  \nBlended learning is a demanding topic nowadays where its existence is possibly enhance lecturers’ competencies as well as giving students new experiences from the combination of different platforms of learning i.e. face to face interaction and online class. Since blended learning seems to be relevant topic at the present time, therefore the aim of the study is to explore the implementation of blended learning in Islamic universities in six different cities in Indonesia. Direct observation was conducted in order to map the strategy used by each Islamic university in implementing blended learning method. Other than that, Focus Group Discussion was also held to all Islamic universities in order to dig deeper regarding the policy from the management of the study program of Pendidikan Agama Islam (PAI) as well as confirming to what researchers found on the direct observation to the lecturers related to blended learning employment. Additionally, to support the result, semi-structured interview was conducted to representative of students from each Islamic university in order to highlight their perspectives in the realization of blended learning. As a result, the researchers found that the proportion of having between offline and online learning methods are varied, whether 70:30, 60:40, or 50:50 . Additionally, there is no slight difference in terms of conducted activities during the offline session, whereas the use  \nof online platforms with varied e-learning media are found very interestingly. Lastly, interview conducted to PAI students indicate positive attitude towards the implementation of blended learning where it is obviously provide future insight for further researchers. The novelty and pedagogical implications are also highlited in this article.  \nKeywords: blended learning, developmental model strategy, Islamic universities, implementation, students’ perspectives  \nA. Introduction  \nEducation is one of sectors which has been changed over the time especially during pandemic of Covid-19 outbreak where education is no longer just sitting, silent, and taking notes. Education nowadays tend to be more active in system of conducting the teaching and learning e.g. via virtual class such as Google Classroom, Zoom, Google Meet, Webex, and other media of online meeting. Therefore, the process of conducting teaching and learning is no longer teacher-centered but student-centered which combined with various modern activities (Manan & Hanafi, 2020) .  \nFurthermore, one of methods which can activate student-centered function is blended learning where its existence can facilitate both offline and online teaching and learning platforms (Alfi et al., 2016) . In this case, in blended learning, the mixture of face to face and online teaching and learning are conveyed by using a variety of learning resources media and strategies to ease teachers and students communication (Kaczynski et al., 2008). Obviously, although students might have lack of motivation in experiencing blended learning (Sari et al., 2021; Zavyalova, 2020), teachers and students can have fruitful benefits of the use of high-tech learning without loosing the essence of direct interaction to students","cbCaiisbz5xn1Hin","https://ap.wps.com/l/cbCaiisbz5xn1Hin","pdf",326186,13,"English","# Abstract\n# A. Introduction\n## Education change during Covid-19\n## Blended learning as a student-centered method\n## Prior studies and research gap\n## Purpose and scope of the study\n# B. Literature Review\n## Blended Learning as a Development Model Strategy in Islamic Education","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To explore how blended learning is implemented in Islamic universities across six different cities in Indonesia, and to examine related policies and student perspectives.\"},{\"question\":\"How did the researchers collect data?\",\"answer\":\"They used direct observation to map implementation strategies, focus group discussions with Islamic universities to discuss program-management policy, and semi-structured interviews with representative students.\"},{\"question\":\"What did the study find about the balance between offline and online learning?\",\"answer\":\"The proportions of offline and online methods varied across universities, reported as 70:30, 60:40, or 50:50, while offline activities showed no slight differences and online platforms with varied e-learning media were considered very interesting.\"}]","DINAMIKA ILMU - Vol. 21 No. 2 - Blended Learning as a Developmental Model Strategy of Teaching and Learning in Islamic Universities in Indonesia | PDF",1792092307,33,{"code":4,"msg":82,"data":100},[101,105,109,113,118,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]