Reconstructing Teaching Elementary School Pupils Through Blended Learning: Evidence From A Qualitative Case Study
DOI:
https://doi.org/10.33578/pjr.v10i5.390
Keywords:
blended learning strategy, elementary school, educational technologyAbstract
This study aims to investigate the application of a blended learning strategy in teaching elementary school students in East Lombok, Indonesia. Using a qualitative case study design, six teachers from SD Unggulan Hamzanwadi, in East Lombok, were purposively selected to explore preparation, instructional design, and assessment practices within blended learning. Data were gathered through interviews, observations, and documentation, then analyzed using ATLAS.ti 9 following Creswell's qualitative procedures. The findings reveal that successful blended learning for young learners requires thorough preparation, including assessing school readiness, establishing teacher-parent collaboration, designing structured lesson plans, and selecting developmentally appropriate media and platforms. The blended model was implemented through balanced or flexible combinations of face-to-face and online learning, adjusted according to subject characteristics. Face-to-face sessions supported demonstrations, practice-based activities, and direct guidance, while online learning facilitated material delivery, assignments, and access to digital resources. Assessment was conducted through integrated formative and summative approaches using projects, portfolios, observations, and online testing.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
