BLENDED LEARNING FOR STRESS RESISTANCE ENHANCEMENT IN TEACHER PROFESSIONAL EDUCATION AT UNIVERSITAS PALANGKA RAYA Holten Sion- Muhamad Affandi
Faculty of Teachers Training and Education, Universitas Palangka Raya, Palangka Raya, Indonesia
Abstract
Teacher Professional Education Program (PPG) students face significant academic pressures that may lead to stress, potentially affecting their learning outcomes and well-being. This study aims to analyze the implementation of blended learning model as an intervention to enhance stress resistance among PPG students at the University of Palangka Raya. Employing a descriptive research design, data were collected through questionnaires distributed to 171 students selected via simple random sampling from a population of 300 participants. The blended learning model combined face-to-face instruction with virtual communication through web portals, e-books, and booklets, providing flexible learning opportunities. Data analysis utilized non-parametric descriptive statistical techniques. Results indicated that following the blended learning intervention, students demonstrated improved stress resistance capabilities, with notable enhancements in their ability to manage academic workload, maintain learning enthusiasm, and achieve better work quality. The model^s flexibility allowed students to learn at their own pace, reducing time-related pressures while maintaining educational quality. The study concludes that blended learning effectively enhances stress resistance in teacher professional education by providing autonomous learning opportunities, reducing environmental constraints, and fostering self-regulated learning practices. This approach offers a viable solution for addressing stress-related challenges in intensive teacher training programs.
Keywords: Blended learning- professional teacher education- stress resistance- teacher training
