The Implementation Of Community Of Inquiry (Coi) Through Blended Learning In Distillation Based On Understanding Of Concepts

Effa Rachma Pratiwi, Surjani Wonorahardjo, Munzil Arief


Chemistry instructional in the chemical separation course is not maximized and still used teacher-centered learning. Quite a lot of the material to be learned with face-to-face meetings were few. Distillation as one of the methods that were studied in the chemical separation course found problems that students often faced difficulty in understanding the concept of vapor-liquid equilibrium. Distillation is a separation method based on differences in boiling point components of the mixture with the vapor-liquid equilibrium as the main concepts. It will be more easily understood if visualized using microscopic representation in video and animation by applying student-centered learning. The tendency of the future learning has changed the traditional learning approach where the computer as a medium of learning, dynamic multimedia interaction, and a source of learning and communication is not limited. By utilizing computers and internet as a source of additional learning, students are expected to learn able to initiate a more active and independent either individually or in groups. The purpose of this study was to determine the level of students’ understanding of the distillation concepts by stimulating the formation of Community of Inquiry (CoI) through blended learning. Blended learning combines face-to-face and online learning that have an influence on student understanding of concepts and produce more powerful community learning among students rather than just traditional or fully online learning. The method used is pre-experimental with descriptive data analysis. The results showed that blended learning is able to stimulate the formation of Community of Inquiry (CoI) with the understanding level of 61.81%.


Community of Inquiry (CoI); blended learning; distillation; understanding of concepts

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