The Perceptions of Pendidikan Guru Penggerak Towards Blended Learning

This study aimed to report Pendidikan Guru Pe nggerak’s views on applying blended learning in these activities. In the study, the explanatory sequential mixed method was used as the study design. The quantitative data from the survey was conducted, followed by the follow-up interview, documentation study, and focus group discussion (FGD) as the qualitative data. To collect the data in this study, a specifically perceives of using blended learning in PGP was distributed to the total sample of 28 Guru Penggerak Angkatan 1 from Kabupaten Lombok Timur, Kabupaten Bima, and Kota Malang. Then, the interview was conducted with three selected participants from each city/regency, while the FGD involved the entire sample. The aim was to gain a deeper understanding of the research results. The results showed that participants perceived blended learning in PGP very well in terms of learning management system (LMS), synchronous and asynchronous online learning, and face-to-face mentoring and lokakarya . The realization of a learning community among fellow participants was an added value for PGP. As a result, participants could also improve their teaching skills which ICT-based .


A. Introduction
The 2018  The first batch of PGP implemented in July 2020 ended in July 2021.
The PGP was held for 9 months and was carried out by combining online learning activities, offline workshops, online conferences or virtual face-toface, and face-to-face mentoring. The learning stages that CGP must go through are packaged in the MERDEKA path, Mulai dari diri (Starting From Activities in each of these paths can be detailed in the following table. added that blended learning in teacher training also allows collaboration between teachers in the learning community formed in training. Teachers participating in pre-service training in Vietnam expressed their satisfaction with the use of blended learning in their training program (Pham, 2021). He also reported that most participants preferred online and face-to-face blended learning. Their high satisfaction is due to the quality of teaching, learning resources, colleague and teacherstudent interactions, and technology functionality. Teacher satisfaction in blended learning training is because of the balance of online and face-toface components and student-lecturer and student-student interactions in blended learning (Hensley, 2020). The application of blended learning in teacher training in Ukraine was also found to provide many advantages, (1) Facilitates the use of various media tools and resources to produce and deliver content, optimize study time, and reduce costs; (2) Allows multiple options to access and produce content synchronously and asynchronously, with or without the help of instructors/ lecturers; (3) Offers a combination of various patterns of social interaction in synchronous/ asynchronous scenarios that meet different needs and learning styles; (4) Allows to take advantage of online resources, as well as collaborative learning opportunities; (5) Offers additional, carefully designed, and varied learning materials available anywhere and anytime (Byrka & Management, 2017). Synchronous blended learning is often used to organize and deliver learning and maintain quality because blended learning can accommodate technology quickly (Darmono & Maryam, 2019

B. Method
This study uses a mixed method, which uses a quantitative descriptive method for the initial data, then a qualitative one. Mixed research is a procedure for collecting, analyzing, and mixing quantitative and qualitative methods in a study or series of studies to understand the research problem (Creswell, 2010 recommended solution to overcome the problem of the effectiveness of the blended learning application in PGP. The data in this study are divided into primary data and secondary data. Primary data is obtained directly, which includes (a) Guru Penggerak's perception of the application of blended learning in PGP; (b) factors that influence GP's perception of the application of blended learning in PGP.
Secondary data is data obtained indirectly. This data was obtained from video recordings of the conference process via Zoom and G Meet, interviews via G Meet with several Guru Penggerak, and the results of direct observations of face-to-face implementation in Lokakarya activities.
The first phase analyzes quantitative data to determine GP's perception of applying blended learning in PGP. Furthermore, the findings from this quantitative data analysis were confirmed with primary data in the form of qualitative data in the form of descriptions.
The population of this study was all participants PGP who passed the PGP under the PPPPTK PKn IPS work unit, which consisted of 80 teachers called by Guru Penggerak (GP). They are from East Lombok Regency, 48 GPs from Bima Regency, and 60 GPs from Malang City.
Sampling was carried out at stratified randomness; 20% of the total number of GPs was taken in each region so that 38 people were determined randomly with details of 16 GPs from East Lombok Regency, 10 GPs from Bima Regency, and 12 GPs from Malang City.

C. Result and Discussion
The result section is provided before the discussion section. Each section stands alone as a subtitle. The result and discussion should be written in not less than 60% of the entire body of the manuscript.

Result
The research findings obtained from the results of the questionnaire data analysis are as follows.

a. Description of Research Subject Characteristics
Based on the analysis of the questionnaires filled in by the research subjects, the information on the research characteristics is obtained as follows. In addition, data related to the equipment used by the research subjects in participating in the PGP was also obtained, as shown in the following table.

b. Description of Guru Penggerak Perception of PGP LMS
The results of the distributed questionnaire analysis and GP's perception of the PGP LMS can be seen in table 3 below.

Face-to-Face Sessions
Guru Penggerak's perception of the conference session or virtual face-to-face with the Instructor and Facilitator can be seen in the following table.

e. Description of Guru Penggerak's Perceptions in Online or Faceto-face Sessions
Guru Penggerak's perception of offline or face-to-face sessions with Pengajar Praktik, both in individual mentoring sessions and Lokakarya, can be seen in the following table.  offline or face-to-face sessions well, and the remaining 6 (21.4%) perceive good.

Learning at PGP
Factors supporting GP's perception of the application of blended learning in PGP were determined by identifying the question items in the questionnaire with the highest average answer score. The data is then used to formulate questions to research subjects conducted online and reinforced by listening to video recordings at conference sessions and Lokakarya activities.
The items with the highest scores in each aspect of PGP blended learning can be seen in the following table. to the factors that support the perception of GP in applying blended learning in PGP are as follows.

g. Supporting Factors Related to LMS
The material presented in the LMS is packaged in narrative text, images, and even videos. The following is a breakdown of the material to be studied and GP activities on LMS at each stage of the MERDEKA flow.
Materials in the form of knowledge and skills in LMS can be seen in

h. Supporting Factors Related to Internet and Electricity
The availability of internet and electricity networks is a prerequisite that must be fulfilled in internet-based learning. Both wholly online and blended learning. Almost all CGPs state that the electricity network where they participate in PGP is available, which allows them to participate in PGP well. Regarding the internet network, their ability related to internet data is not a problem for them. They buy their internet data and use a Wi-Fi network at home or school. Although the replacement fund for purchasing new internet data is paid at the end of each learning module, it is not a problem.

i. Supporting Factors Related to Online Sessions/ Conferences
In sharpens GCP's abilities in coaching sessions. The ability of PPs to become good coaches is a decisive factor for CGP in completing their tasks.
In the workshop session, it was not only the PP's mastery of the material that significantly determined the GCP's perception of implementing the Blended Learning Teacher Program. The PP's skills in class management, liven up the atmosphere with fun games, are also very decisive. Another equally important thing is the facilitation of space and learning facilities and good service from the committee.

Learning in PGP
The inhibiting factor for GP's perception of the application of blended learning in PGP is done by identifying the question items in the questionnaire with the lowest average score. These question items are then used to formulate questions to research subjects conducted online and reinforced by listening to video recordings at conference sessions and Lokakarya activities.
The results were then clarified in the FGD.
The items with the lowest scores in each aspect of PGP blended learning can be seen in the following table. There were no inhibit for aspects of the conference session or offline with the instructor and facilitator and face-to-face/offline with the Pengajar Praktik (PP). It is based on the perception category of each question item in the two aspects that are categorized as very good.

Discussion
Perceptions of PGP participants can be seen from the LMS aspect; as many as 20 people (72%) said it was perfect, and the remaining 8 people It was perfect because of the availability of the internet network and electricity used when participating in the PGP. The rest, as many as eight (8) people (28.6%), said it was good, and the remaining two (2) people (3.6%) said it was enough. All PGP participants live and teach in areas that already have electricity (PLN) and are connected to the internet network. The availability of internet and electricity networks is a prerequisite that must be fulfilled in internet-based learning. Both wholly online and blended learning. Almost all CGPs state that the electricity network where they participate in PGP is available, which allows them to participate in PGP well. Regarding the internet network, their ability related to internet data is not a problem for them. They buy their internet data and use a Wi-Fi network at home or school. Although the replacement fund for purchasing new internet data is paid at the end of each learning module, it is not a problem. Powtoon." The formation of a learning community positively impacts online learning (Byrka, 2017) and (Hensley, 2020), which shows that blended learning provides a more student-centered learning environment and allows students to use technology in creative and diverse ways to demonstrate their understanding.
The supporting factor for GCP's perception of blended is seen from the face-to-face session with PP. It can be seen from PP's competence and seriousness in carrying out their role. The first role is in individual mentoring activities. In this face-to-face activity, PP accompanies CGP well. They help CGPs to complete Aksi Nyata tasks well. The roles of the two PPs in the Lokakarya activities were well done. Offline Lokakarya activities not only run smoothly and can achieve the set goals but are also fun. PPs are recognized for creating a training room full of enthusiasm and excitement.
One participant described his joy in participating in the Lokakarya as follows. "Lokakarya is the activity that we look forward to the most.
Besides being able to refresh from the boredom of online learning, we can present our Aksi Nyata directly and can share with each other." Some stated, "During the workshop, we were able to discuss and ask questions directly with the PPs, even with the facilitators who were present as monitoring and evaluation officers." Participants also recognized mentoring and workshops as strengthening mastery of the material and minimizing misunderstandings about the material. Moreover, in practice, the Facilitator and PP communicate with each other to be able to guide the participants. This finding is in line with the research results of Greene (2015), face-to-face, blended learning will help students clarify the problems studied and create informal learning; and encourage creativity and innovation of students (Alwiyah & Imaniyati, 2018;Hall & Villareal, 2015).
The internet network and electricity cause some barriers related to LMS. Two things related to LMS are inhibiting factors for implementing blended learning in PGP. First is the ease of accessing the LMS. Internet and electricity network problems and decreased LMS server performance are problems for some CGPs. Several CGPs admitted that they had problems accessing the LMS and taking online classes when there was an when there is a flood in Bima Regency. Some CGPs also admitted that the internet signal is not suitable where they live. Hence, they must use the internet network in other places, such as schools, relatives' places, or other public facilities where the internet signal is better. This finding is in line with previous studies, which state that infrastructure problems, feeble internet signals, or the absence of an internet network are a problem in online learning and blended learning (Burden & Hopkins, 2016).
The second problem is that CGP feels that asking and answering questions or consulting with the facilitator at LMS is not practical. CGP chose to use the WhatsApp group because the facilitator responded faster.
The solution is that the facilitator must be more active in answering CGP questions in the LMS because the activities carried out in the LMS can be tracked so that they can be studied and observed again at another time.

D. Conclusion
The application of blended learning in PGP was perceived very well by participants in terms of LMS, synchronous and asynchronous offline learning, face-to-face mentoring, and Lokakarya. The realization of a learning community between fellow participants is an added value that makes participants not only master the training material but also can improve ICT-based teaching skills.
Factors that support GP's perception of the application of blended learning in PGP in this study have not been seen from the psychological aspects of the personnel involved, such as motivation, resilience, and GP competence which may influence their perceptions. Research on this needs to be done, considering that in order to take part in the PGP, participants must follow a reasonably strict selection. Other research related to how PGP impacts GP's performance and how GP implements GP's values and roles and applies them in carrying out their teaching duties needs to be done to determine that PGP is effective.