IMPLEMENTATION OF THE BLENDED LEARNING MODEL DURING THE NEW NORMAL ERA IN ELEMENTARY SCHOOLS

Abstract

The new normal era opens up opportunities for implementing limited learning activities combined with online learning. The combination of the learning process is known as blended learning. The writing of this article aims to identify and describe the ability of blended learning to replace conventional learning, the integration of technology in the implementation of blended learning, and students' perceptions of the blended learning model, especially in elementary schools. The writing of this article uses a qualitative descriptive method with a literature review or literature review approach. The technique used is a clear subjective Systematic Literature Review (SLR). The findings from this literature study show that: (1) Blended learning is able to replace conventional face-toface learning in terms of students' cognitive aspects; (2) The combination of synchronous and asynchronous digital technology can be optimized through the renewal of a blended learning model called the Blended Online Instructional Sequence model; and (3) Students' perceptions of conventional (direct) and online learning as part of the blended learning model are quite different, students who undergo the conventional learning process have a meaningful self-assessment. Blended learning has shown its ability as conventional learning’ (face to face) alternative with a combination of synchronous and asynchronous digital technology in the new normal era. This shows that blended learning is compatible for all subjects in elementary school. However, the ability of blended learning to replace conventional learning should not only be viewed from the students’ cognitive aspect.