Darulfunun Institute

Institute for Development, Research and Initiatives (IDRIS)

Tag: hybrid learning

  • Implementing Project-Based Hybrid STEAM Learning Through the “Eco Craft Fan” from Recycled Bottle Caps: A Qualitative Study in a Grade Six Elementary School

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Objective: This study aims to describe the implementation of Science, Technology, Engineering, Art, and Mathematics (STEAM) learning through a hybrid project-based approach using “Kipas Eco Craft,” a product made from used bottle caps, as well as student engagement, implementation challenges, and adaptive strategies in Grade VI at SDN 004 Domo. Methods: This study employed a descriptive qualitative approach. Data were collected through participatory observation, semi-structured interviews with students, parents, and the school principal, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Method and source triangulation were applied to enhance the credibility of the findings. Results: The “Kipas Eco Craft” project integrated all five STEAM components through contextual learning activities. Online learning was used for concept exploration and product design, while face-to-face sessions focused on assembly, testing, and product refinement. Students demonstrated enthusiasm, collaboration skills, participation in design decision-making, and increased awareness of plastic waste. The challenges included limited digital devices and internet connectivity, restricted face-to-face learning time, work safety considerations, and differences in work pace among groups. Novelty/Implications: The novelty of this study lies in integrating STEAM learning, a hybrid model, and the use of locally available waste materials in a project adapted to technological access limitations in elementary schools. Dividing activities according to their characteristics, with exploration and design conducted online and practical work and testing carried out face-to-face, offers a potentially replicable strategy for similar learning contexts. These findings highlight the need to strengthen teachers’ competencies in designing integrated STEAM learning and to provide simple learning resources to support innovative, inclusive, and contextually relevant education.

  • Student Responses to Hybrid PjBL-STEAM Through The Toilet Check System Project in Elementary School

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Aim: This study aimed to describe first-grade students’ responses to hybrid learning integrated with Project-Based Learning (PjBL)-STEAM through the Toilet Check System project in Civic Education. Method: A quantitative descriptive approach involved 28 students. Data were collected using a four-point observation sheet covering ten indicators: interest, active participation, response to digital media, understanding of instructions, collaboration, responsibility, creativity, problem solving, communication, and reflection. The data were analysed using frequencies, percentages, mean, median, and standard deviation. Result: Twenty-two students obtained a score of 4, five students a score of 3, and one student a score of 2. The total score was 105 out of 112 (93.75%), with a mean of 3.75, a median of 4.00, and a standard deviation of 0.52, indicating a very positive response. Novelty/Implication: The novelty lies in combining hybrid learning, PjBL-STEAM, and a Toilet Check System project as a contextual Civic Education experience for early-grade students. The findings imply that digital technology should support concrete experience, collaboration, and problem solving while direct teacher-student interaction remains central.