SEMINAR ON ELECTRICAL, INFORMATICS, AND ITS EDUCATION 2013 B-106 Development of a Blended Learning Model for Apprenticeship Vocational Students of Class XI in Web Programming Subjects Azhar Ahmad Smaragdina Electrical Engineering Department State University of Malang Malang, Indonesia [azhar.informatika@gmail.com] Waras Electrical Engineering Department State University of Malang Malang, Indonesia Slamet Wibawanto Electrical Engineering Department State University of Malang Malang, Indonesia Abstract This study aims to develop a Blended Learning Model for vocational students in particular who are carrying out activities in the industrial practice of productive subjects, standards of competence "basic dynamic web programming". The Instructional model was developed to facilitate the students to continue to carry out learning activities, even though the students are outside the school environment. This study uses Dick and Carey model of development that has 9 stages. The trial subjects in this study consisted of media experts, material experts and potential users (students). The data collection instrument that used was a structured questionnaire. Based on data analysis that has been performed, the percentage of the test results obtained by media expert is 98.5%, material experts is 92.5%, instructional model expert is 97,9%, small group test results is 82.3% and the results of field trials is 84.6%. The average percentage of the test results was 91.2%. Keywords : blended learning, learning management system, dynamic web programming, vocational education. I. INTRODUCTION Dynamic web programming learning activities, in particular on the basis of dynamic web programming competence, is one of the basic standards of competence in the subject matter expertise of productive competence Software Engineering. Learning activities this basic dynamic web programming, taught in class XI in the second semester before the apprenticeship activities carried out, in which face-to-face learning activities in the school was completed in 2 months, 4 months remaining students doing apprenticeship activities. The short time allocation for learning, causing learning activities on the basis of dynamic web programming competence becomes ineffective, which ideally, learning activities should be carried out for one semester. In addition, the short time allocation raises several problems faced by students in learning web programming, such as: (1) limited time for students to meet with teachers, (2) lack of time to learn the basic dynamic web programming material, (3) limited time for students to consult with teachers, (4) the limited opportunity to consult on the tasks given by the industry with regards to basic dynamic web programming material. As a result, students' understanding of basic concepts of dynamic web programming and student learning outcomes is low. This is evidenced by the low student test results on the basis of dynamic web programming competencies. Lack of understanding of the basic concepts and the low student learning outcomes in basic dynamic web programming competence, have a major impact on subsequent learning activities, in which the basic dynamic web programming competence is essential and core competencies to be a prerequisite for continuing on the next competency, the competency of advanced dynamic web programming. In addition, web programming subject, is a subject that requires students to always develop cognitive and psychomotor aspects independently, and not limited to the sources provided by the teacher. Development of dynamic web technologies, requiring the student's ability to adapt to web technologies and are always looking for sources of current information. The ability to adapt and self-directed learning habits in students need to be trained so that students are able to adapt in the workplace, especially at work in the field of information technology that always required to update their competence in accordance with the latest technological developments. Empirical observations conducted Ministry of Education (2011) showed that the majority of graduates of vocational schools in Indonesia is not only less able to adapt to the development of science and technology, but also less able to develop themselves and their career in the workplace. Problem of the low student achievement, especially in dynamic web programming competence base, and also the low ability of students to develop their skills, can not continue to be ignored. There needs to be an innovative learning model that is able to facilitate learning for students who are conducting apprenticeship. A model of learning that is not limited to face-to-face in classroom activities and to monitor student progress. Learning model that can encourage students to always develop skills in the workplace and train students to learn independently. Reviewing of the few studies that have been conducted and some educational theory, there are