Blended Learning for Chassis Maintenance and Light Vehicle Power Transfer Subject

The aimed of this study was to develop blended learning for Chassis Maintenance and Light Vehicle Power Transfer subject for second-grade students of light vehicle engineering major at Dewantara vocational school which is expected to help students and teacher in the learning process as a learning strategy to overcome the problem of lack of face-to-face time in class. The procedure for developing blended learning used the ADDIE model which is integrated with PEDATI at the instructional design stage. Data collection techniques are done by observation, interviews, and questionnaires. Data analysis techniques used qualitative and quantitative descriptive data analysis. Based on the results of the feasibility analysis from the material expert, the percentage of achievement level is 91.67% with a very good qualifications and appropriate to be used with revisions as needed, based on the results of the feasibility analysis from media expert, the percentage of achievement level is 80% with a good qualifications, and feasible to be used with revisions as needed, and based on the results of the feasibility analysis from the instructional design expert the percentage of achievement level is 96.47% with a very good qualifications, and feasible to use without any revisions. The development of blended learning will be very effective for the achievement of learning objectives optimally and efficiency in the use of learning time in class. This result implies that the blended learning is feasible to facilitate learning especially in limited learning time at school.


Introduction
Education is one of the most important factors in sustaining the continuity of life of the nation to the nation's dignity, sovereign and authoritative. Entering the 21st-century education in Indonesia continues to change by the demands and developments in science and technology (Daryanto & Karim, 2017). Indonesian education has moved according to the development of the times. Currently, it has entered the digital era in every learning activity.
One of the demands the development of science and technology for the 21st century of Indonesian education is the implementation of information and communication technology in learning. According to Mukarom & Rusdiana (2016), the implementation of information and communication technologies in the learning activities are expected to change in the process of learning, where it becomes more effective, efficient, and enjoyable. The implementation of ICT in learning could improve the quality of learning and the ability of learners to communicate, collaborate, think critically, solve problems, and be creative (Fitriyadi, 2012).
The changes referred to in learning as a follow up of the implementation of ICT in learning that is expected to achieve optimal student learning outcomes, meaning by applying ICT, learning objectives can achieve effectively. Besides being effective towards achieving learning objectives, the application of ICT can also optimize learning time in class, so that the learning process will run efficiently. The implementation of ICT in learning will provide opportunities for students to explore more about their ability to assess a given problem, think critically about the given problem, and push the students to become more creative in learning. Therefore, the implementation of ICT must be done creatively and innovatively by teachers or instructors to develop and improve students' cognitive, affective, and psychomotor abilities.
According to Smaldino, Lowther, Mims, & Russell (2015), the utilization of information and communication technology in learning activities today can be the use of media and the Internet are presented in the form of digital books, audio, video, computerbased learning, web-based learning (e-learning), computer-aided learning (CAI), multimediabased learning, presentation-based learning, and video conferencing (teleconferences).
Today, various media as a result of ICT developments are available for students as learning resources. There are media by utilization as learning resources such as videos or animations that can be accessed through you-tube. There is also a medium that can be developed (by design) as a source of student learning such as e-modules, videos, PowerPoint presentations, and e-learning (Moodle, Edmodo). The media can enhance students learning outcomes and motivate students to participate in learning. Therefore, teachers or instructors in the industrial era 4.0 are required to have sufficient abilities in designing a variety of more innovative learning media to create quality learning.
One of the educational institutions in Indonesia, which certainly should apply information and communication technologies in the learning activity is vocational high school. In this industrial era 4.0, existing resources both technological and human resources in vocational high schools are optimal for implementing ICT in learning activities although there are still limitations or obstacles caused by lack of technology facilities or the unavailability of competent human resources in ICT (Husain, 2014).
Vocational high school prepares its students to have skills or competence in a particular field of expertise, such as automotive, construction, hospitality, tourism, catering, computer engineering, and so forth. The implementation of ICT in learning activities in vocational high school has been integrating into subjects are taught. However, the implementation of ICT in some vocational high schools is not optimal because of the uneven availability of ICT facilities for each vocational school and the teachers' unpreparedness towards the development of ICT in learning. Therefore, it is necessary to support ICT facilities for each vocational high school and training programs for teachers to have the skills to apply ICT in learning.
One of the uses of ICT in the industrial era 4.0 that is suitable to be applied for vocational students is blended learning. According to Akkoyunlu & Soylu (2008), Garrison & Vaughan (2017, and Graham, Borup, Short, & Archambault (2019), blended learning is a strategic combination of online and face-to-face learning. Graham et al (2019) make a general definition of primary and secondary education (K-12) adding that in this combination should give students some control over time, place, path, and/or speed. This means that learning time is no longer limited to school days, the place of learning is no longer limited in the class, the learning path is no longer limited to the pedagogy used by the teacher. Then it can be synthesized that blended learning is the right combination of face-to-face strategy and online learning to create an optimum learning experience so that it can achieve predetermined learning outcomes.
The blended learning process is carried out according to the schedule that the subject teacher has made for face to face and online learning. Face to face learning allows students to discuss and exchange information with the teacher and between students directly at the same time and place (Miliszewska, 2017). While, online learning can be accessed flexibly anywhere and anytime that allows students to determine the time and place in learning (Cole & Kritzer, 2009;Utami, 2018) There are three basic components of online learning according to Dabbagh & Bannan-Ritland (2005), (1) learning strategies are plans and techniques that will be carried out by instructors or teachers in facilitating student to learn, such as: collaborative learning, independent learning, articulation, games / games, roles, reflection, exploration, and problem solving; (2) online learning technology is a device used to channel learning materials online and can implement learning strategies, such as: asynchronous and synchronous, communication devices, hypermedia and multimedia, web, course management system (CMS), and learning management system (LMS); (3) pedagogical models are cognitive models or theoretical constructs derived from learning theories that can implement instructional specifications and learning strategies, such as: open, flexible, distributed education, asynchronous learning networks, virtual learning environments, situated learning, communities of practice, knowledge-building communities.
Even though the technological resources are adequate and the human resources of both teachers and students of vocational schools able to use existing technology, but learning that occurs in the classroom is not optimal. It happens because some vocational schools in the Java area are still under one-roof with other schools, so the learning time in class is not optimal, especially for vocational subjects. Thus, to overcome this problem it is necessary to develop a learning media in teaching, where the media to be developed is adapted to the needs of students and can be learned anywhere by utilizing technological resources around the students.
Dewantara vocational school is one of the one-roof school models in Java, especially in Cikarang, West Java Province. Learning that takes place at the school is only scheduled for 5 hours per week for all subjects. So there are many shortages of learning time for vocational subjects in class. Even the school already has adequate by technological resources, but the existing technology resources have not been optimally applied in learning activities to overcome the problem of lack of learning time in the classroom. Therefore, to overcome the problem of lack of learning time at school, it is necessary to develop a learning strategy that able to overcome this gap by utilizing the availability of technology resources at Dewantara vocational school. The development of learning strategies will be held for the light vehicle engineering expertise program and taking one of the vocational subjects to be developed as student learning material for blended learning.
Expected results of this blended learning strategy, besides, to overcome the lack of face-toface time in class, will be also a source of learning for students. The online material can be accessed anytime and anywhere. The blended learning strategy is also expected to enhance students learning outcomes.
Cognitive subject matter such as understanding, conceptual, and procedures of the chassis maintenance and light vehicle power transfer subject will be studied online by students. While the material that is a skill or practice (psychomotor) will be studied face-toface in the classroom or practical workshop by supervision from subject teachers. According to Darmawan (2015), learning with a blended strategy can streamline time and can do the learning process with more time portions.
State of the art in this research is the blended learning will be developed by combining precisely and systematically face-to-face and online learning strategies to create students learning experiences, so students learning outcomes will also be directly proportional to this. The blended learning strategy applied is used to map and organize faceto-face learning materials in the classroom and online learning materials that students can learn outside the classroom. It is expected that by implementing a systematic learning strategy, the use of technology, and appropriate pedagogical models in learning will be more optimal in achieving learning objectives and in making efficient limited face-to-face time in class.

Materials and Methods
This research is a type of research and development (R&D). Research and development is a systematic method or process in designing, developing, validating, and evaluating a product used in learning or non-learning. The intended products such as textbooks, learning videos, computer software, methods, and learning or training programs.
In this study, the researcher will develop learning products of blended learning for chassis maintenance and light vehicle power transfer subject for second-grade students of light vehicle engineering at Dewantara vocational school.
To develop blended learning products, researcher use the ADDIE model integrated with the PEDATI model which comes from a local acronym (PElajari/learn, DAlami/comprehend, Terapkan/apply, dan evaluasI/evaluation) as a reference in developing blended learning. The ADDIE model consists of five stages, (1) Analyse, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. While the PEDATI model consists of five stages as well, they are (1) Formulating learning achievements/objectives, (2) Mapping and organizing learning material, (3) Selecting and determining synchronous and asynchronous learning activities, (4) Designing asynchronous learning activities, and ( 5) Designing synchronous learning activities.
Data collection techniques were carried out through observation, interviews with the subject teacher of chassis maintenance and light vehicle power transfer, and head of light vehicle engineering expertise program, as well as through questionnaires given to students of second-grade of the light vehicle engineering program. The blended learning development research instruments used to collect data are gap analysis instrument, the needs, and students characteristic instrument, as well as the instruments used in developing by experts from aspects of the material, instructional design, and media, and instruments for students as respondents.
Data analysis techniques used in this research are (1) qualitative descriptive analysis technique, this analysis used to manage the results of data review from material experts, learning design experts, instructional media experts, and the result of students respondent.
This data analysis technique is done by grouping information from qualitative data such as comments, suggestions, criticisms of improvements, or revisions contained in the questionnaire; and (2) a quantitative descriptive analysis technique used to process the data obtained in the form of a percentage. The formula used to calculate the percentage of each test subject is a percentage (%) , where is the total of the score, and SMI is the ideal maximum of the score (Tegeh et al., 2014). Decision making on the development of blended learning uses the provisions shown in table 1.  through a particular medium, so that in the class will be a more active learning process.
The process of developing blended learning for chassis maintenance and light vehicle power transfer subject follows the ADDIE model procedure which integrated with the PEDATI model at the instructional design stage. ADDIE and PEDATI models are development models oriented to learning products. According to Branch & Dousay (2015), the product-oriented development model focused on creating learning products used for selfdirected learning.
Blended learning prototypes have been reviewed by a material expert, media expert, and instructional design expert before trying and implemented to students. The reviewers' trials are aimed in assessing the feasibility of blended learning products from material aspects by a material expert, instructional design aspects by an instructional design expert, and media aspects by a media expert.
The following are the results of the feasibility trials from the material expert, media expert, and instructional design expert are shown in table 2, 3 and 4.
a. The results of the eligibility of material experts     is also a source of learning for students.
Next is the display of the development of blended learning of chassis maintaining and light vehicle power transfer for students. First, users/students must log in by filling in their username and password to get access as a student. The username and password are given by the e-learning administrator to the users/students. The form to login to the e-learning portal can be seen in the image below:

Figure 2. Login Form
And after login, user / student will go on display subjects that opened for students like the image below: After clicking the menu on the subject title, a subject description, guidelines, and materials or topics will be displayed per meeting according to the online learning time that has been designed by teacher. Then, click the meeting was opened, a meeting menu will appear containing a description of the topic or material to be studied. After that, at the bottom of the meeting menu will display the topic/material displayed at that time. The subject matter is distributed in the form of online text, document files (*. Doc), pdf files (*. Pdf), presentation files (*. PPT), slide shares, infographics, videos, or animations.
How to view and download materials, follow the steps below. Figure 6. Click "topic"

Conclusion
The development of blended learning with the model of the flipped classroom in Chassis Maintenance and Light Vehicle Power Transfer for students helps students and teachers in the learning process as a learning strategy in overcoming the problem of lack of face-to-face time in class and at the same time as a source self-directed learning for students.
The procedure for developing blended learning uses the ADDIE model integrated with PEDATI at the instructional design stage.
The results of the feasibility analysis from the experts for the development of blended learning in chassis maintenance and light vehicle power transfer subject for second-grade students of Dewantara vocational school are 91.67% from the material expert with very good qualifications, 80% from the media expert with good qualifications, and feasible to use with revisions as needed, and 96.47% from the instructional design expert with very good qualifications, and feasible to use without any revisions. Thus the blended learning is feasible to be used in learning by second-grade students at Dewantara vocational school and is expected to be effective in achieving learning outcomes and efficiency in using limited learning time at school.