The conceptual framework of blended learning integrated soft skills in mathematics

Abstract

This study aims to produce a conceptual framework of blended learning integrated soft skills in mathematics learning as a reference for lecturers in designing learning. This research uses a logical, rational and theoretical approach. The conceptual framework is theoretically supported by literature review, relevant research, and preliminary research by conducting a level 1 needs analysis, namely an assessment of knowledge and skills against knowledge and skills gaps in designing blended learning integrated soft skills. The results obtained are a conceptual framework of blended learning integrated soft skills consisting of 5 procedures, namely: (1) formulating learning outcomes; (2) map and organize learning materials; (3) designing synchronous and asynchronous learning activities; (4) formulate the steps of learning activities with the framework of community of inquiry integrated soft skills; and (5) designing assessment strategies.