Analyzing Students’ Publication Skill with Blended Learning Model in Masters’ Study Program of Physics Education


  • Riki Perdana Universitas Negeri Yogyakarta
  • Jumadi Universitas Negeri Yogyakarta
  • Insih Wilujeng Universitas Negeri Yogyakarta
  • Heru Kuswanto Universitas Negeri Yogyakarta
  • Ricky Armando Putra Universitas Negeri Yogyakarta



blended learning, publication skill


This study aims to evaluate the Blende Learning Model in the Physics Education Masters Study Program, Yogyakarta State University (YSU). The research method in this research is evaluation research with steps (1) defining the program; (2) forming an accurate team; (3) limiting resources and sub-systems; (4) making an evaluation list; and (5) carrying out the evaluation. Participants in this study were students who took the Physics Learning Innovation Practicum course and teachers at partner schools. The form of the evaluation carried out was to analyze the (1) role of the course on physics learning innovations in schools; (2) The role of the course on students' scientific publication abilities. The instruments used were documentation and questionnaires for students. The research team observed the implementation of lectures in partner schools. Then proceed with interviews with teachers and students who take this course. The research results show that students have good scientific publication skills after taking the Learning Innovation course. The average value of aspects of basic understanding of scientific publications and strategies for writing articles is 3.47 (high), aspects of the strategy for downloading articles (3.45), and aspects of utilizing the reference manager application are 3.30 (high). Thus, it can be concluded that the learning innovation course gave positive results to students' scientific publication abilities


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How to Cite

Perdana, R., Jumadi, Wilujeng, I., Kuswanto, H., & Armando Putra, R. (2024). Analyzing Students’ Publication Skill with Blended Learning Model in Masters’ Study Program of Physics Education. Pegem Journal of Education and Instruction, 14(4), 368–374.