Measuring the Level of Validity of Blended Learning in the Mathematical Economics Course of Management Study Program

Abstract

This study aimed to develop a blended learning program for mathematical economics course to meet both valid and practical aspects. The Rowntree and the Tessmer formative evaluation model was used in this study to describe three stages of the development process, namely planning, development and evaluation. The participants of this research comprised three experts to review the blended learning program and teaching materials, three students to take the one-to-one evaluation test and 39 students to take the small group evaluation test. Data collection method was the walkthrough method and a questionnaire. At the planning stage, curriculum analysis, analysis of graduate learning outcome and teaching materials were carried out. At the development stage, a design was made using blended learning-based teaching materials which were presented in prototype form through learning management system. At the evaluation stage, validity tests were carried out through self-evaluation and expert judgment activities.  Based on the results of self-evaluation and expert judgment, it was found that the learning program and teaching material met the valid aspect. The results of the one-to-one evaluation and small group evaluation were obtained in the practical category.  Thus, learning program and teaching material with blended learning approach were found to be appropriate to be used as the teaching material in mathematical economics course. With this developed learning approach, it is hoped that students would develop skills in solving economic problem based on mathematical analysis.