Investigation of the independence of pharmacy students in blended learning

• Main Authors: Sukmawati, Wati, Kadarohman, Asep, Sumarna, Omay, Sopandi, Wahyu
• Format: Conference Proceeding
• Language: English
• Subjects: Blended learning; Learning; Pharmacy; Questionnaires; Students
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0157700

This study aimed to determine the level of independence of pharmacy students in participating blended learning of introductory chemistry (blended learning). A descriptive method with a qualitative approach was performed with instruments in the form of questionnaire. The subjects of this study were 75 students of introductory chemistry from the pharmacy study program. Each student was given a questionnaire containing thirteen questions contained a Likert scale with categories of strongly disagree, disagree, agree, and strongly agree. The questionnaire was tested using MINI STEP, then the results were analyzed using RASCH. The results of the questionnaire analysis showed that 80% of students were in the category of moderate level of independence and the remaining 20% had a high level of independence. Based on gender, both male and female students mostly have a moderate level of independence. Based on the data on the average value of the level of independence of students, as many as 52% of students have a level of independence below the average, and as many as 48% of students have a level of independence above the average. In conclusion, blended learning requires students’ independence in learning, with blended learning also being able to motivate students to learn in this case basic chemistry concepts. For high-group students with self-study, this is an opportunity to learn more. As for students with low abilities, blended learning makes them study longer and can be repeated at any time until they understand.