Wasis D. Dwiyogo, Analisi Kebutuhan Pengembangan Model ... 71 Analisi Kebutuhan Pengembangan Model Rancangan Pembelajaran Berbasis Blended Learning (PBBL) Untuk Meningkatkan Hasil Belajar Pemecahan Masalah Wasis D. Dwiyogo Universitas Negeri Malang, Jl. Surabaya No. 5 Malang e-mail: wasisdd@gmail.com Abstract 6SHFL¿F REMHFWLYHV WR EH DFKLHYHG LQ WKH ¿UVW \HDU RI WKLV VWXG\ DUH  LQVWUXFWLRQDO GHVLJQ PRGHO used to describe the faculty; (2) analyze the needs of the PBBL Model need to improve learning outcomes of SUREOHP VROYLQJ  IRXQG 3%%/ FKDUDFWHULVWLFV PRGHO 7KH UHVHDUFK PHWKRG LQ WKH ¿UVW \HDU RI XVH GHVFULS- tive research conducted by survey method. Research subjects in survey research consisted of 466 with details of 23% of dozen and 77% of teachers were scattered from 20 cities. Instruments to measure the variables of research compiled by the variables are translated into indicators of research. Data were analyzed using descriptive statistics. Based on the results of quantitative data analyst obtained the following conclusions (1) the majority of respondents have implemented learning through planning, implementation, and evaluation of learning. even most teachers already have a lesson plan format that has been provided by the agency; (2) instructional design model has the following components: the name of the course/courses, course descrip- tions/instruction, learning objectives, activities lecturer/instructor, student activities/student, content/learning materials, and learning outcomes; (3) learning troubleshooting to improve problem solving capabilities, most of the respondents have given the questions in the form of solving real problems in their daily lives and future problem-solving; (4) in the learning activities most of the respondents already have basic computer skills: word, spreadsheets, and processing multi-media (text, images, video, animation); and (5) most of the respondents do not understand the learning blended learning, most have never heard therefore necessary to develop problem-solving-based learning model of blended learning. Based on the conclusions of the above studies, further advice of this research is to develop a learning model based blended learning solutions that need to be done in the second year. Blended learning solutions that need to be developed are as follows: (1) design-based problem solving learning blended learning; (2) print instructional materials (textbook) problem solving capabilities; (3) print instructional materials (textbook) based learning blended learning; (4) instruc- tional materials in the form of mp3 audio that can be loaded on a computer, MP3 player, mobile phone, and the web; (5) teaching material video; (6) computers (multi-media interactive); and (7) WEB with the key- word learning and blended learning. Key words: model, design instructional, problem solving, blended learning. Abstrak: Tujuan khusus yang ingin dicapai pada tahun pertama penelitian ini yaitu: (1) mendeskripsikan model rancangan pembelajaran digunakan dosen; (2) menganalisis kebutuhan perlunya model rancangan pbbl untuk meningkatkan hasil belajar pemecahan masalah; (3) menemukan karakteristik Model PBBL. Metode penelitian pada tahun pertama menggunakan jenis penelitian deskriptif yang dilakukan dengan metode survey. Subjek penelitian pada penelitian survey terdiri atas 466 dengan rincian 23% dosen dan 77% guru yang tersebar dari 20 kota. Intrumen untuk mengukur variabel-variabel penelitian disusun sendi- ri berdasarkan variabel-variabel dijabarkan ke dalam indikator-indikator penelitian. Data yang diperoleh dianalisis menggunakan statistik deskriptif. Berdasarkan hasil analis data kuntitatif yang diperoleh kesi- mpulan sebagai berikut (1) Sebagian besar responden telah melaksanakan pembelajaran melalui kegiatan perencanaan, pelaksanaan, dan evaluasi dalam pembelajaran. Bahkan sebagian besar tenaga pengajar su- dah memiliki format rancangan pembelajaran yang sudah disediakan oleh lembaga; (2) Model rancangan pembelajaran memiliki komponen-komponen sebagai berikut: nama mata kuliah/mata pelajaran, deskripsi mata kuliah/pelajaran, tujuan pembelajaran, kegiatan dosen/pengajar, kegiatan mahasiswa/siswa, isi/materi pembelajaran, hasil pembelajaran, dan bahan pembelajaran yang digunakan. Sebagian belum memasukkan 71