Descriptive Study Implementation of Blended Learning During The Pandemic of UMS Undergraduate Pharmaceutical Student : Perceptions and Satisfaction 1

Indonesian Journal on Learning and Advanced Education

http://journals.ums.ac.id/index.php/ijolae

Descriptive Study Implementation of Blended Learning During The Pandemic of UMS

Undergraduate Pharmaceutical Student : Perceptions and Satisfaction

Hilda Khairunnisa1, Santi Dewi Nugraheni2, Oktaviani Syafitriana Nur Rizki3, Arifah
Sri Wahyuni4
1,2,3,4
Faculty of Pharmacy, Universitas Muhammadiyah Surakarta, Indonesia

DOI: 10.23917/ijolae.vxxx.xxxxx
Received: January 1st, 2021. Revised: January 25th, 2021. Accepted: February 15th, 2021
Available Online: March 20th, 2021. Published Regularly: May 1st, 2021
Abstract
Blended learning combines face-to-face learning (face-to-face/classical) with online learning (through
internet facilities/media). This research aims to describe the perception and assessment of the satisfaction of
students faculty pharmacy UMS on the implementation of blended learning during the pandemic. The
feasibility of this research procedure was requested for approval from the health research ethics committee
of FK UMS. The data collection technique used was a validated questionnaire distributed via google form to
the head of the class. This study involved 150 active student respondents in the 2020/2021 academic year
registered in the 2017-2020 class. Blended learning perceptions and satisfaction levels were measured using
a Likert scale, with 18 and 10 question items. The highest rating on the Likert Scale is five, while its lowest
is 1. Based on the accumulated results of the perception assessment and student satisfaction of the Faculty of
Pharmacy, UMS obtained an average of 83.86%±9.80 and 75.787%±12.6 with details of 0% in low
perception; 4.67% in the perception of enough; 95.33% in high perception; 0% in low satisfaction; 61.33%
in reasonable satisfaction; and 33.67% in high satisfaction. Student satisfaction of the Faculty of Pharmacy,
UMS obtained an average of 83.86%±9.80 and 75.787%±12.6 with details of 0% in low perception; 4.67%
in the perception of enough; 95.33% in high perception; 0% in low satisfaction; 61.33% in reasonable
satisfaction; and 33.67% in high satisfaction.

Keywords: blended learning, perception, satisfaction

Corresponding Author:
Hilda Khairunnisa, Universitas Muhammadiyah Surakarta, St. Ahmad Yani, Pabelan, Kartasura, Surakarta
57162, Jawa Tengah, Indonesia
K100190122@student.ums.ac.id

1. Introduction ing who mixes face-to-face (face-to-face/

Learning activities are things that
must continue with time. The biggest chal-
lenge faced in this era is the change in learn-
ing methods due to the impact of the pan-
demic. In principle, learning activities are ed-
ucational processes that provide opportuni-
ties for students to develop their potential
into increasing abilities. The challenge of
this learning method is that it must receive
various kinds of evaluations and contribu-
tions from multiple parties to harmonize the
learning process and keep it running effec-
tively. Blended learning is a method of learn-
classical) and online learning (the application
of internet resources and materials) (Anisa,
2014). Another definition states that blended
learning combines e-learning, face-to-face
advantages, and practice (Husamah, 2014).
Blended learning is not a new thing
globally, especially in Indonesia. Countries
in Asia, such as China, Japan, Singapore, had
implemented blended learning methods be-
fore this learning system entered Indonesia.
Korea is one of Asia's countries that has im-
plemented blended learning. It is recorded
that it has been used by around 63% of uni-

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 2 The Tendency Towards Entrepreneurship…
versity education programs in Korea in 2002
and 67% in 2003. However, in these coun
countries learning with the blended learning
system has not fully become a priority in
their education system. Especially in Japan,
Japan is one of the countries that has imple-
mented a blended learning system, but the
application is still relatively low. That is be-
cause this system has not yet become an inte-
gral part of national strategic planning.
Blended learning focuses on modifying
the conventional learning method to help stu-
dents be more active in learning knowledge
within and without the classroom (Husamah,
2014). The ultimate goal would be for stu-
dents to understand better what they are
learning material shown by increasing the
value of the re-designed subjects.
According to Graham (2006) and
Moskal et al. (2013). Blended learning has
helped students learn independently, shifted
the paradigm of the teacher center to the stu-
dent center, and achieved goals for learning.
In order to achieve optimal results in blended
learning, the teacher must: know the learning
strategies and the characteristics of students.
By knowing the characteristics of students,
appropriate learning materials can be pre-
pared, both online and offline. Students will
be more engaged with the educational mate-
rials in blended learning.
Due to the increasing number of cases
and deaths of patients affected by the
COVID-19 pandemic, the government has
imposed several new policies to break the
chain of this virus. One of them is by holding
distance learning from various levels of edu-
cation ranging from elementary school to
university. Including FF UMS students, start-
ing from the Even semester of 2019, have
carried out this distance learning.
Distance learning (online) utilizes sci-
ence and technology to support teachers and
students in carrying out learning and teach-
ing activities. Usually, teachers and students
use the direct face-to-face method to carry
out their learning and teaching activities. It is
different from online learning, which uses
the blended learning method (Al Aslamiyah
et al., 2019).
Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804
Nuruzzaman (2016) state that the
blended learning method is learning that
mixes conventional teaching-learning with
online learning. The current learning process
has changed significantly from offline to on-
line learning methods. That is a challenge for
pharmacy students because some of the pri-
mary material that should be practiced has
been delayed for a while, such as a
practicum. In addition, pharmacy students
think that the learning provided will not be
optimal, so that it will not produce the maxi-
mum expertise needed to become an expert.
Network and signal constraints can also hin-
der the existing teaching and learning
process. In addition, considering that each
child has a very varied learning style, both
visually and audio, the desired learning
method is a learning method that can still op-
timize maximum results in the era of the
covid-19 pandemic. With the situation faced,
learning at the pharmacy faculty must adapt
it and be appropriately realized, and maintain
competence.
According to Meydanlioglu & Arikan
(2014), the advantages of blended learning
are using more flexible and effective learning
spaces, maximizing the use of physical re-
sources, and fostering academic excellence
and innovation. In addition, students are to
increase the level of student autonomy that is
more realistic (control and responsibility)
and increase their involvement and interac-
tion. Content can be developed to meet the
needs and styles of various learners. Through
the utilization of innovative online resources,
the online component also increases students'
independent, facilitates self-reliance, and in-
creases learning. In other than that, blended
learning challenges include students needing
time management skills, physical resources
(computers, high-speed internet), the ability
to play an active and collaborative role,
learning using more sophisticated technol-
ogy, and a lack of friend contact and interac-
tion. One significant downside is that proper
implementation of efficient online learning
will take time.
This learning model needs to be ana-
lyzed by students' perceptions in the imple-
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 Descriptive Study Implementation of Blended Learning During The Pandemic of UMS Undergraduate Pharmaceutical Student : Perceptions and Satisfaction
mentation and needs to be assessed for stu-
dent satisfaction with the learning imple-
mented. We hope that students' perceptions
of this learning will describe including time
management, independence, and mental
readiness in learning activities. It will change
the mindset of students in the preparation
and implementation of learning in the fol-
lowing semester. In addition, obtaining stu-
dent satisfaction scores will be a good input
for the Faculty in organizing lectures in the
following semester. As an outcome, it's be-
lieved that this study will help to improve the
verbal and numerical descriptions of the
blended learning system.
2. Method
This research was conducted at the
Faculty of Pharmacy, University of Muham-
madiyah Surakarta. This research was carried
out in the even semester of the 2020/2021
academic year for four weeks. Purposive
sampling was used to collect data for this in-
vestigation. Purposive sampling is a tech-
nique for selecting samples based on the
study's goals (Arikunto, 2006).
The population in this study were some
of the active undergraduate students of the
Faculty of Pharmacy, Muhammadiyah Uni-
versity of Surakarta, with a total population
of 240 active undergraduate students. The
data was collected through a questionnaire
delivered through the class's head of class us-
ing a Google form. The questionnaire con-
tains 30 statements that students must fill out
based on what they feel during the learning
process using the blended learning method.
In the student's perception of the blended
learning method, the attitudes that must be
filled include; Very Disagree (1), Disagree
(2), Agree (3), and Very Agree (4). Mean-
while, the level of student satisfaction re-
garding the blended learning method was as-
sessed on a scale of Very Dissatisfied (1),
Dissatisfied (2), Quite Satisfied (3), Satisfied
(4), and Very Satisfied (5).
Table 1. Learning Attitude Scale Questionnaire Grid with a Blended Learning Method
Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804
Vol. 1 (1) (20xx) xx-xx
3
Questionnaire Validity (Perception and
Satisfaction)
The questionnaire is divided into three
parts, sections 1 and 2 are points of percep-
tion value, while section 3 contains points
about satisfaction. The perception variable is
divided into two parts because, in part 1, the
questions asked are definite answers for the
respondents' level of understanding of this
questionnaire. While in part 2, it contains
questions whose answers are based on indi-
vidual benchmarks. Sections 1, 2, and 3 con-
sist of 5, 15, and 10 questions, respectively,
by including several questions that have neg-
ative values to test the level of the truthful-
ness of our data. The maximum value for
each section is 5, 4, and 5, respectively,
while for the number of categories in sec-
tions 2 and 3, there are 5 and 2 categories, re-
spectively.
The feasibility of this research procedure
was requested for approval from the health
research ethics committee of FK UMS with
letter number 3597/B.2/KEPK-FKUMS/VI/
2021. The questionnaire was tested on 30 re-
spondents with the same characteristics as re-
spondents to test their validity and reliability
using SPSS statistics 25. Validity tests need
to be carried out to determine whether the
measuring instrument can measure what is to
be measured. If the questionnaire already has
construct validity, all the question items in
the questionnaire measure the concept that
we measure (Notoatmodjo, 2010). Mean-
while, a reliability test needs to be done to
show the level of confidence of a reliable
measuring instrument. It can be interpreted
that it will give relatively the same results
whenever an assessment tool is used. Ac-
cording to Sudjana
(2004: 16), the reliability of an assessment
tool is the accuracy or constancy of the in-
strument in assessing what it assesses. The
results obtained for question items number 9
and 10 in part 2 are invalid, so we deleted the
question so that in part 2, there are 13 ques-
tions left. Can be seen in Table 1.
 4 The Tendency Towards Entrepreneurship…

Question Items
Part Indicator Amount
Positive Negative
Students can understand
technical instructions or
give teaching
1.2 3 3
materials/discussions/assi
gnments.
Student Students can understand
Perception of the material provided in
Blended the form of teaching 4,5,6 - 3
Learning materials/videos/virtual
Method with meetings
LMS Students can understand
Application the material from the
7.8 - 2
delivery of topics in
discussion forums
Students can work on
assignments/exams given 10 9 2
in the LMS application
Students can manage time
in studying and do
11,12,13 - 3
assignments on time

Satisfaction
with the Satisfaction with
1,2,3 - 3
Blended university and faculty
Learning
Method at the
Faculty of Satisfaction with teachers
4,5,6,7,8,9,10 - 7
Pharmacy and teaching materials
UMS

Analysis of Questions to Respondents

After all question items were declared
valid, questionnaires were distributed to re-
spondents who were part of the active stu-
dent population of S1 Faculty of Pharmacy
minimum sample of 148 individuals (Mor-
gan & Krejcie in Sekaran, 2003). The total
number of respondents obtained from this
study was 150 individuals. Before filling out
the questionnaire, respondents filled in their
data and a sheet of willingness to be a re-
spondent in our research. The assessment
carried out for the perception and satisfaction
variables was obtained by adding up all the
points obtained by each individual. The aver-
age value was taken (divided by 150) for
each of the existing criteria. Meanwhile, for
the assessment of the scale of each question,
it is obtained using (many scales obtained/
UMS as many as 240 students. Calculation
of the required sample size by looking at the
principle according to Krejcie. The principle
states that a population of 240 requires a
150) × 100%) the results are obtained for the
percentage of each question point. Mean-
while, the average value of each point in
each category is obtained by (total number of
% per point/number of questions).
3. Result and Discussion
Questionnaire Validity and Reliability
(Perception and Satisfaction)
The perception of blended learning
and the level of satisfaction is measured by
a scale of Likert, with each consisting of 18
and 10 questions. Likert scale is a scale
whose measurement contains a statement of

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 Descriptive Study Implementation of Blended Learning During The Pandemic of UMS Undergraduate Pharmaceutical Student : Perceptions and Satisfaction 5

opinion, attitude, a person's perception of a study, the assessment of the model-scale

social phenomenon (Sugiyono, 2003). Mea- questionnaire Likert used refers to five an-
surement with this scale gives a certain swer choices, namely:
weight to each answer question. In this

Table 2. Likert Model Questionnaire Scale.

Score Information
1 Very Disagree
2 Disagree
3 Agree
4 Agree
5 Very agree

The results of collecting question- Based on sample test data distributed

naire data that have been obtained are then
tested using validity and reliability testing.
When an instrument can reveal data from
variables that correctly do not depart from
the state that is actually, it is considered to
be valid. Instruments are reliable when
revealing data trustworthy (Arikunto, 2010).
The validity of the research instrument is
based on criteria. If r count ≤ r table means
invalid and r count ≥ r table means valid
(Saragih, 2011). A validity test is carried out
to measure whether it is valid or not indica-
tors or questionnaires for each variable. The
test is done by comparing the r count and
the r table. The calculated r-value is the re-
sult of the correlation of respondents' an-
swers to each question in each variable ana-
lyzed with the help of the SPSS Statistics
program, and the output named corrected
item correlation (Nooryani et al., 2016).
to 30 students, the result is that there are two
invalid questions, namely at number 9 and
10 in the second part due to a rhetorical
question. Second invalid questions are then
eliminated. Number of statements valid and
distributed to 240 student population total-
ing 28 a statement consisting of 3 parts (sec-
tions), including the first part, assesses stu-
dent perceptions of blended learning with a
total of 5 questions. The second part is the
part that contains an assessment of student
perceptions presented by the number of
questions as many as 13 items. In the third
part regarding the satisfaction variable, there
is 10 question. The following is a table of
the results of the questionnaire validity test
for the results: The perception validity test
data is seen in Table 3, and the results of the
satisfaction test data students towards
blended learning can be seen in Table 4.

Table 3. Results of Perception Validity Test Data

Statement R table R count Results
Knowledge Perception of Blended Learning
1 0.361 0.563 Valid
2 0.361 0.565 Valid
3 0.361 0.734 Valid
4 0.361 0.734 Valid
5 0.361 0.628 Valid
Blended Learning Perception at the Faculty of Pharmacy UMS
6 0.361 0.659 Valid
7 0.361 0.558 Valid
8 0.361 0.738 Valid
9 0.361 0.498 Valid

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10 0.361 0.656 Valid

11 0.361 0.726 Valid
12 0.361 0.413 Valid
13 0.361 0.711 Valid
14 0.361 0.453 Valid
15 0.361 0.786 Valid
16 0.361 0.510 Valid
17 0.361 0.767 Valid
18 0.361 0.818 Valid

Table 4. The Results of The Validity Test Data on Student Satisfaction with Blended
Learning at The Faculty of Pharmacy UMS
Statement R table R count Results
1 0.361 0.717 Valid
2 0.361 0.709 Valid
3 0.361 0.480 Valid
4 0.361 0.657 Valid
5 0.361 0.713 Valid
6 0.361 0.761 Valid
7 0.361 0.671 Valid
8 0.361 0.496 Valid
9 0.361 0.732 Valid
10 0.361 0.585 Valid

With 30 student samples obtained r A reliability test is carried out to be a

table of 0.361 then compared with r arith-
metic at a significant level of 5% and for n =
30. From 18 the questions to be used are
valid. The correct definition is that question-
naires are considered adequate for exploring
the problems used as objects research. In
other words, the instrument used does mea-
sure what should be measured (Nooryati et
al., 2016).
measuring tool intended to know the value
of the instrument used to collect primary
data studies and samples are reliable or un-
reliable. The definition of reliable is that the
measuring instrument is reliable because, in
different situations, the questionnaire re-
search does not lead to many different per-
ceptions (Solihah, 2009). Testing reliability
analysis alpha assisted by statistical SPSS
25. The following is a table of reliability test
results that can be seen in Table 5.

Table 5. Results of Reliability Test Data

No Part Cronbach's Alpha Results
1 Knowledge Perception of Blended Learning 0.629 Reliable
Blended Learning Perception at the Faculty
2 of Pharmacy UMS 0.880 Reliable
Student Satisfaction with Blended Learning
3 at the Faculty of Pharmacy UMS 0.868 Reliable

In SPSS, facilities are given to mea- Alpha (α) statistic, a constructor variable, is
sure reliability by using the test Cronbach said to be reliable if it gives a Cronbach Al-

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Vol. 1 (1) (20xx) xx-xx
 Descriptive Study Implementation of Blended Learning During The Pandemic of UMS Undergraduate Pharmaceutical Student : Perceptions and Satisfaction 7

pha value > 0.60 (Ghozali, 2011). Based on in the accumulated value of the perception
the results, the data processing table above obtained. The knowledge perception variable
shows all Cronbach's Alpha values > 0.6. As regarding blended learning has five questions
a result, the measuring device used in this with answer choices No/Do not Know and
study for the three variables may be trusted Yes. The average yes answer was 89.2%, and
(reliable). From these results, conclusions can be drawn
when referring to Ridwan (2010) the
Analysis of Questions to Respondents interpretation of the student's perception
Validity and reliability testing was done score is included in the criteria tall. This
on the questions then distributed to part of shows that the Faculty of Pharmacy UMS
the active student population of S1 Faculty have understood the knowledge about
UMS Pharmacy has as many as 240 students blended learning that will be asked in the
with google forms through the chairman next section of the questionnaire.
class of each class. Obtained as many as 150 Then for the accumulation of values in
students willing to become a respondent of the blended implementation part, overall
this research as indicated by filling out the learning at the Faculty of Pharmacy UMS
sheet willingness to be respondents in our obtained the assessment results, which is
research. The following is the result of quite good with the five indicators tested
calculating the perception of the three parts regarding the mechanism implementation of
being tested presented inTable 6 and Table 7. blended learning that has been implemented.
. In the results of the questionnaire It is shown from the average value of the
calculations in Tables. 6 and 7, the average answers agree on the indicator can
respondents assessed the variable indicators understand the technical instructionsor
in terms of knowledge about blended instructions for giving teaching
learning and variables regarding materials/discussions/tasks (59.56%), can
implementation of blended learning at the understand the material provided is in the
Faculty of Pharmacy UMS. This can be seen form of teaching materials/videos/virtual
meetings (52.44%).

Table 6. Value of Descriptive Analysis of Variable Perception of Knowledge about

Blended Learning
No Question No/Don't Know Yes Total
1 I understand that the learning
implemented by FF UMS is blended
learning, which is mixed learning 6.00% 94.00% 100%
between synchronous (face-to-face)
and asynchronous (indirect) methods.
2 The reading guides learning model
(students understand the material by 8.67% 91.33% 100%
reading the instructions clearly) is an
asynchronous learning method.
3 Practical courses cannot be held using 28.67% 71.33% 100%
asynchronous learning methods.
4 The synchronous method can be
carried out with a lecture model 8.00% 92.00% 100%
online.
5 The asynchronous method can be
carried out through online media with 2.67% 97.33% 100%
a written discussion model.

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Table 7. Value of Descriptive Analysis of Blended Learning Perception Variables in

Faculty of Pharmacy UMS
No Question Very Disagree Agree Very Total
Disagree Agree
Can understand technical instructions or instructions for giving teaching
materials/discussions/tasks
1 I can independently
study every teaching
material distributed by 2.00% 37.33% 56.00% 4.67% 100%
the lecturers before
meeting face-to-face
online.
2 After studying the
teaching materials
provided, I do a learning 0.67% 10.00% 62.00% 27.33% 100%
evaluation to improve
understanding.
3 I can understand every
work instruction and 0.00% 20.00% 60.67% 19.33% 100%
assignment collection
given by the lecturer.
%Average 0.89% 22.44% 59.56% 17.11% 100%

Can understand the material provided in the form of teaching materials/videos/virtual meetings
4 My level of
understanding of the
material delivered with
narrated video
(asynchronous) is the 1.33% 34.00% 44.00% 20.67% 100%
same as the material
provided with a virtual
meeting (synchronous)
5 During virtual meetings,
I ask things that I don't 2.00% 26.67% 57.33% 14.00% 100%
understand in teaching
materials.
6 The targeted
competencies in each
Constitutional Court can 4.00% 16.00% 56.00% 24.00% 100%
be achieved with the
"blended learning"
learning method.
%Average 2.44% 25.56% 52.44% 19.56 100%
Can understand the material from the delivery of topics in discussion forums
7 I understand the
material given through 3.33% 52.00% 31.33% 13.33% 100%
the module better than
PPT.

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 Descriptive Study Implementation of Blended Learning During The Pandemic of UMS Undergraduate Pharmaceutical Student : Perceptions and Satisfaction 9

8 I participate in the
discussion forum 0.00% 8.00% 58.00% 34.00% 100%
provided on
synchronous/
asynchronous learning.
%Average 1.66% 30% 44.67% 23.67% 100%
Can work on assignments/exams given in the LMS application
9 I understand the results
of the discussions from
each forum that was 0.00% 12.67% 66.67% 20.67% 100%
followed in the learning
process at FF UMS
10 I can do well on the
exam and maximize the 0.00% 10.67% 67.33% 22.00% 100%
time I have been given.
%Average 0.00% 11.67% 67% 21.33% 100%
Can manage time in studying and do assignments on time
11 I can study
independently during
asynchronous learning 2.00% 38.00% 44.67% 15.33% 100%
sessions according to
the time.

12 I can follow the group

assignment model and 1.33% 6.00% 48.00% 44.67% 100%
work on it before it's
due.
13 I can do the individual
assignment model and 0.00% 2.00% 45.33% 52.67% 100%
quizzes on time.
%Average 1.11% 15.33% 46% 37.56 100%

It can do the assignments/exams in the regarding punctuality in individual

LMS application (67%), which is >50% of assignments in the category. As many as
150 respondents. As for the indicators, they 52.67% of students very agree. It can be
can understand the material from the delivery interpreted that most of the students have
of topics in discussion forums and manage adapted to the existing task deadlines.
time in learning and doing assignments on Student understanding will increase if the
time. They have an average value of Agree material provided is in a module. The
answers of 44,67% and 46% of 150 module is usually complete than PPT, so
respondents, which is still <50%. Thing: In students' understanding will increase.
the category of understanding the material in Furthermore, the UMS Pharmacy student
question number 7 regarding better satisfaction test was carried out on the
understanding the material provided through implementation of blended learning that has
the module compared to PPT, as much as been implemented. When comparing
52% of students disagree. In addition, you perceived product performance to
can manage the time in question number 13 expectations, satisfaction is a feeling of

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pleasure or disappointment. If the Interpretation of Result Value

performance falls far from expectations, the
customer is not satisfied. If it matches
expectations, the customer is satisfied. If ex-
ceed expectations, the customer is very satis-
fied or happy (Kotler and Keller, 2012). The
following is the result of calculating the
value of student satisfaction of the Faculty of
Pharmacy UMS on the implementation of
blended learning, which can be seen in Table
8.
If you look at table 8, the average high-
est satisfaction with universities and Faculty
is in the satisfied category (40.22%). Mean-
while, the average Most satisfaction with
teachers and teaching materials is in the sat-
isfied category (45.05%).
According to (Riduwan, 2010) the crite-
ria for interpretation of community percep-
tion scores are as follows:
following :
0% - 33.3% : Low
33.4% - 66.6%: Enough
66.7% - 100% : High
Steer (1993) state that to find out the av-
erage level of satisfaction, then, divide the
overall score by the number of respondents
used as a sample to find. In addition, Steer
separates the proportion of satisfaction with
the criteria as follows :
20% - 40% : Low satisfaction
41% - 79% : Moderate satisfaction
80% - 100% : High satisfaction

Table 8. Value of Descriptive Analysis of Student Satisfaction Variables on Blended

Learning at the Faculty of Pharmacy UMS
No Question Very Dissatisfied Quite Satisfied Very Total
Dissatisfied Satisfied Satisfied
Satisfaction with university and faculty
1 The faculty has
designed blended 0.00% 6.00% 37.33% 42.67% 14.00% 100%
learning well
2 The courses
offered have been
adapted to the 0.67% 6.67% 34.00% 36.00% 22.67% 100%
pandemic
conditions
3 The faculty is
optimal in
preparing facilities 0.00% 5.33% 33.33% 42.00% 19.33% 100%
and infrastructure
for blended
learning.
%Average 0.22% 6.00% 34.89% 40.22% 18.67% 100%
Satisfaction with teachers and teaching materials
4 Lecturers have
prepared
synchronous and 0.67% 2.67% 25.33% 48.67% 22.67% 100%
asynchronous
learning models
well.
5 Lecturers have
prepared a
complete MK 0.67% 8.00% 32.67% 36.00% 22.67% 100%
module for
asynchronous

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Vol. 1 (1) (20xx) xx-xx
 Descriptive Study Implementation of Blended Learning During The Pandemic of UMS Undergraduate Pharmaceutical Student : Perceptions and Satisfaction 11

lectures
6 The lecturer has
prepared a
narrated ppt that is 0.67% 5.33% 24.67% 47.33% 22.00% 100%
easy for students
to understand
The discussion
7 forum prepared by
the lecturer helps
students 0.00% 6.67% 26.67% 42.67% 24.00% 100%
understand the
material given.
8 Lecturers are
willing to be asked
for explanations 0.67% 4.00% 33.33% 44.00% 18.00% 100%
outside of the
online lecture
forums or
discussions that
have been
prepared.
9 Readiness of
lecturers in giving
lectures "blended 0.00% 1.33% 30.00% 52.00% 16.67% 100%
learning."
If there are
10 obstacles during
the learning
process, the 0.00% 4.00% 26.00% 44.67% 25.33% 100%
lecturer can
provide a good
solution.
%Average 0.38% 4.57% 28.38% 45.05% 21.62% 100%

Table 9. Interpretation of Perception Values

No Interpretation of Perceived Amount (percentage) mean
Value
1 0% - 33.3% = Low 0 student (0%)

2 33.4% - 66.6% = Enough 7 students (4.67%) 83.86±9.80

3 66.7% - 100% = Height 143 students (95.33%)

Table 10. Interpretation of Satisfaction Scores

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Vol. 1 (1) (20xx) xx-xx
 12 The Tendency Towards Entrepreneurship…
No Interpretation of Satisfaction Value
1 20% - 40% = Low satisfaction
2 41% - 79% = Moderate satisfaction
3 80% - 100% = High satisfaction
Based on the accumulated results of the
perception assessment and student satisfac-
tion, the Faculty of Pharmacy UMS obtained
an average of 83.86%±9.80 and 75.787%
±12.6. The results obtained can be concluded
to interpret student perception scores into the
high criteria. This means that students under-
stand blended learning and understand what
is being asked in this questionnaire.
Whereas, student satisfaction is included in
the medium criteria. That matter shows that
the Faculty of Pharmacy
UMS are pretty satisfied with the
facilities/services provided by universities
and faculties and teaching materials
delivered by the teacher.
4. Conclusion
Students of the Faculty of Pharmacy
UMS have an excellent perception that the
"Blended Learning" system as a learning
method is evidenced by the average
questionnaire results obtained showing the
high category. The assessment of UMS
Pharmacy student satisfaction with
implementing "Blended Learning" learning
during this pandemic is quite good, as
evidenced by the average questionnaire
results obtained showing the category of
reasonable satisfaction. Our advice to the
Faculty and lecturers based on the results of
this study, for the material materials, related
modules are also attached because there may
be students who prefer to learn by reading
and feel more understanding when reading
the module. In addition, for the courses
offered, such as practicum courses, students
should still be given lab skills to have
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Amount (percentage) mean
0 students (0%)
92 students (61.33%) 75.787±12.6± 12,6
58 students (33.67%)
experience and expertise in the laboratory
one day.
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