Abstract—Object-Oriented Programming (OOP) is one of
computer students' competencies to have. However, students in
computers at the University of Technology Mataram have
always had more than 50% of their students have grades below
B in the last three years. Based on the analysis, literature review,
and existing problems, research was carried out by developing a
blended learning model by adopting a blended learning lab
rotation to improve student learning outcomes in OOP courses.
The learning model is supported by learning materials with
facilities in the form of learning modules (equipped with
practice questions, pre-tests, and post-tests), video tutorials,
facilities for discussion and collaboration, and material in
presentation slides. The research method used is Research and
Development (R&D) by implementing an existing model that
combines two learning development models, namely the Borg &
Gall Model and the Dick & Carey Model, whose overall steps
are called the Step of System Approach Model of Educational
Research and Development. The feasibility test was carried out
through expert validity tests. The application of this blended
lab-rotation-based learning model effectively improved student
learning outcomes in OOP courses. This is shown through the
product effectiveness test, where the average value of the
post-test reached 80.40, with the number of students declared
complete in achieving the minimum standard set at 85%. The
increase in student learning outcomes in this OOP course is
quite significant, reaching 50% of the pre-test average value,
only 57.20, with the number of students declared complete by
Index Terms—Learning outcomes, object-oriented programming, blended learning, lab-rotation.
The authors are with Universitas Negeri Jakarta, Indonesia (e-mail: Maspaeni_7117157705@mhs.unj.ac.id, email@example.com, firstname.lastname@example.org).
Cite: Maspaeni, Suyitno Muslim, and Nurdin Ibrahim, "Improving Course Learning Outcomes Object-Oriented Programming through Blended Learning," International Journal of Information and Education Technology vol. 12, no. 8, pp. 704-711, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).