Hybrid learning in illustration class: How to integrate face to face and virtual?

Ratih Ayu Pratiwinindya; Agus Cahyono; Tjetjep Rohendi Rohidi; Eko Sugiarto

doi:10.31893/multiscience.2026101

Keywords:

Abstract

The aim of this study was to find out in depth and comprehensively various aspects and processes that occur in virtual illustration classes and face-to-face illustration classes using hybrid learning as a solution. This study used a qualitative method that has shown that face-to-face classes have characteristics in the form of demonstrations in the context of illustration classes that are difficult to imitate in an online format, whereas the virtual classes have characteristics related to flexibility and ease of access for students. Indicators for face-to-face classes include the role of teachers and classmates as well as demonstrations, meanwhile virtual classes have indicators of the role of teachers and face-to-face and the impact of virtual meetings. In conclusion, both methods have an impact on different aspects of creativity and conceptual understanding thus both have complementary roles to achieve perfection simultaneously.
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How to cite

Pratiwinindya, R. A., Cahyono, A., Rohidi, T. R., & Sugiarto, E. (2025). Hybrid learning in illustration class: How to integrate face to face and virtual?. Multidisciplinary Science Journal, 8(1), 2026101. https://doi.org/10.31893/multiscience.2026101

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[2] Abi Raad, M. E., & Odhabi, H. (2021). Hybrid Learning Here to Stay! Frontiers in Education Technology, 4(2), p121. https://doi.org/10.22158/fet.v4n2p121

[3] Adu, KO, Mpu, Y, & Adu, EO (2020). Virtual Learning: A panacea for Effective Teaching and Learning During and After COVID 19 Pandemic. KIU Journal of Education, 15(1), 165-187.

[4] Ahmadon, F., Ghazalli, H. I. M., & Rusli, H. M. (2020, December). Studying during pandemic: A review of issues from online learning in the middle of COVID-19. In 2020 6th International Conference on Interactive Digital Media (ICIDM) (pp. 1-4). IEEE. https://ieeexplore.ieee.org/abstract/document/9339644/.

[5] Allen, M., Witt, P. L., & Wheeless, L. R. (2006). The role of teacher immediacy as a motivational factor in student learning: Using meta-analysis to test a causal model. Communication Education, 55(1), 21–31. https://doi.org/10.1080/03634520500343368

[6] Alter, F. (2014). The experience of teaching tertiary visual arts education in a purely online learning environment. Australian Art Education, search.informit.org, https://doi.org/10.3316/aeipt.205713.

[7] Anjeli, M., Siregar, J. S., & Jubaedah, L. (2024). Pengaruh Intensitas Mengakses TikTok Terhadap Minat Belajar Siswa pada Mata Pelajaran Tata Rias (Studi kasus: Siswa jurusan seni tari di SMKN 57 Jakarta). Jurnal Pendidikan Multidisipliner, 7(1), 43–48.

[8] Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). ticle Impacts of the COVID-19 Pandemic on Life of Higher Education Students: Sustainability (Switzerland), 12(20), 1–34.

[9] Bekele, W. B., & Ago, F. Y. (2022). Sample size for interview in qualitative research in social sciences: A guide to novice researchers. Research in Educational Policy and Management, 4(1), 42-50.

[10] Belawati, T. (2019). Pembelajaran on-line.

[11] Bhutoria, A. (2022). Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence, 3(January). https://doi.org/10.1016/j.caeai.2022.100068

[12] Br Sembiring, T., Lokita Pramesti Dewi, R. D., Max Damara Gugat, R., & Desty Febrian, W. (2024). Peningkatan Kapasitas Dosen Dalam Pendidikan Berbasis Teknologi: Workshop Dan Pelatihan Mendalam. Community Development Journal, 5(1), 581–590.

[13] Contreras, C. P., Picazo, D., Cordero-Hidalgo, A., & Chaparro-Medina, P. M. (2021). Challenges of virtual education during the COVID-19 pandemic: Experiences of Mexican university professors and students. International Journal of Learning, Teaching and Educational Research, 20(3), 188-204. http://www.ijlter.net/index.php/ijlter/article/view/141.

[14] Dacholfany, M. I. (2024). Peningkatan kualitas manajemen pendidikan di sekolah dasar melalui pelatihan dan bimbingan. Community Development Journal, 5(1), 5–13.

[15] Djalal, F. (2017). Optimalisasi Pembelajaran Melalui Pendekatan, Strategi, dan Model Pembelajaran. Jurnal Dharmawangsa, 2(1), h. 33.

[16] Dzaiy, A. H. S., & Abdullah, S. A. (2024). The use of active learning strategies to foster effective teaching in higher education institutions. Zanco Journal of Human Sciences, 28(4), 328-351.

[17] Fatimah, S., Lailia, S. A., Seftiana, A. F., Ayu, S., & Rista, V. N. (2023). Mengintegrasikan Teknologi Digital Dalam Pembelajaran Di MI/SD Pada Era Revolusi Industri 5.0. SIGNIFICANT : Journal of Research And Multidisciplinary, 01(02), 82–89.

[18] Febnesia, H., Nurtanto, M., Ikhsanudin, I., & Abdillah, H. (2021). Pengaruh Model Pembelajaran Hybrid Learning Dengan Metode Tutor Sebaya Terhadap Hasil Pengelasan Pada Siswa SMKS Yabhinka. Research and Development Journal of Education, 7(2), 532. https://doi.org/10.30998/rdje.v7i2.11265

[19] Gao, X., & Shi, L. (2023). Interactions in Online Versus Face-to-face Classes: Students’ and Teachers’ Perceptions.

[20] Gopi, S. (2022). Impact of Online Learning Among The College Students In Tiruchirappalli City.

[21] Hadjerrouit, S. (2013). A framework for assessing the pedagogical effectiveness of wiki-based collaborative writing: results and implications. Interdisciplinary Journal of E- learning and Learning Objects, 9, 29–49.

[22] Haq, S. (2023). Pembelajaran Bahasa Arab di Era Digital: Problematika dan Solusi dalam Pengembangan Media. MUKADIMAH: Jurnal Pendidikan, Sejarah, Dan Ilmu-Ilmu Sosial, 7(1), 211–222. https://doi.org/10.30743/mkd.v7i1.6937

[23] Hassan, M. M., Mirza, T., & Hussain, M. W. (2020). A Critical Review by Teachers on the Online Teaching-Learning during the COVID-19. International Journal of Education and Management Engineering, 10(6), 17–27. https://doi.org/10.5815/ijeme.2020.05.03

[24] Hendriyani, M., Artini, N. M., & Tatyana, T. (2021). Dampak Pandemi Covid 19 Terhadap Dunia Pendidikan. Kompleksitas: Jurnal Ilmiah Manajemen, Organisasi Dan Bisnis, 10(2), 13–21. https://doi.org/10.56486/kompleksitas.vol10no2.128

[25] Higgins, S. (2001). ICT and teaching for understanding. Evaluation and Research in Education, 15(3), 164–171. https://doi.org/10.1080/09500790108666994

[26] Jongsma, M. V., Scholten, D. J., van Muijlwijk-Koezen, J. E., & Meeter, M. (2023). Online versus offline peer feedback in higher education: A meta-analysis. Journal of Educational Computing Research, 61(2), 329-354.

[27] Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Alkhalifah, A., & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: A qualitative study exploring medical students’ perspectives. BMC Medical Education, 20(1), 1–10. https://doi.org/10.1186/s12909-020-02208-z

[28] Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2015). Communication Skills of a Teacher and Its Role in the Development of the Students’ Academic Success. Journal of Education and Practice, 6(32), 128–140.

[29] Khanna, R, & Kareem, J. (2021). Creating inclusive spaces in virtual classroom sessions during the COVID pandemic: An exploratory study of primary class teachers in India. International Journal of Educational Research Open, Elsevier, https://www.sciencedirect.com/science/article/pii/S266637402100008X.

[30] Lestyaningrum, I. K. M., Trisiana, A., Safitri, D. A., Supriyanti, Pratama, A. Y., & Wahana, T. P. (2022). Pendidikan Global Berbasis Teknologi Digital di Era Milenial.

[31] Lewohl, J. M. (2023). Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources. International Journal of Educational Technology in Higher Education, 20(1), 48.

[32] Liu, Q, Cheng, Z, & Chen, M. (2019). Effects of environmental education on environmental ethics and literacy based on virtual reality technology. The Electronic Library, emerald.com, https://doi.org/10.1108/EL-12-2018-0250.

[33] Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S., & Su, B. (2019). Exploring Four Dimensions of Online Instructor Roles: a Program Level Case Study. Online Learning, 9(4), 29–48. https://doi.org/10.24059/olj.v9i4.1777

[34] Mareza, L. (2016). Pengajaran Kreativitas Anak Berkebutuhan Khusus pada Pendidikan Inklusi. Jurnal Indigenous, 1(2), 99–105.

[35] Marryono Jamun, Y. (2018). Dampak Teknologi Terhadap Pendidikan. Jurnal Pendidikan Dan Kebudayaan Missio, 10(1), 1–136.

[36] Maya, S., & Yohanna, L. (2018). Identification of Problems and Solution of The Micro Small Middle Entreprise with Nvivo-Software. Sosio E-Kons, 10(2), 121. https://doi.org/10.30998/sosioekons.v10i2.2606

[37] McInerney, C. (2002). Knowledge management and the dynamic nature of knowledge. Journal of the American Society for Information Science and Technology, 53(12), 1009–1018. https://doi.org/10.1002/asi.10109

[38] Miftakhul Rizqi. (2023). Perubahan Sosial Budaya Dalam Modernisasi Dan Teknologi Dipandang Dari Proses Belajar. Jurnal Dinamika Sosial Budaya, 25(4), 58–64. https://journals.usm.ac.id/index.php/jdsb

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