Blended learning can be carried out well if it is supported by good content. Good content consists of the subject, performance assignments, discussion forums, and quiz questions that are packaged in an interesting and structured manner. Good content must also be used to measure students’ abilities in the cognitive, affective, and psychomotor domains. One of the efforts that can be made to realize good blended learning content is to develop content by inserting the Tri Kaya Parisudha and Superitem concepts into the Kelase platform. The Tri Kaya Parisudha concept is used as a basis for measuring students’ abilities in the cognitive, affective, and psychomotor domains. Superitem concept is used as the basis for structured content creation (especially on quiz questions and performance tasks) starting from the lowest to the highest level of complexity. Referring to some of those things, this research aimed to provide an overview of the stages of developing blended learning content that integrated the Tri Kaya Parisudha concept and the Superitem concept in the Kelase platform (a case study of Senior High Schools/Vocational High Schools in Bali). This research used the 4D method, which consists of 4 stages, including Define, Design, Develop, and Disseminate. The subjects involved in content testing were four experts. The tools used to collect data were interview guides, photo documentation, and questionnaires. The technique used to analyze the data was descriptive quantitative. The analysis technique in this research was carried out by making a comparison between the five-scale reference effectiveness standard with the percentage level of effectiveness of the blended learning content. The results showed the level of effectiveness of the blended learning content based on Tri Kaya Parisudha-Superitem in the good category with a percentage was 88.667%.

The effectiveness level of e-learning implementation in the learning process at health colleges is very important for all users to know. Things that can be done to measure the level of effectiveness accurately is to carry out evaluation activities using computerized tools. One of the innovations found in this research was a computer-based evaluation application called the CIPP-SAW application. This application is formed by combining an educational evaluation model called CIPP (Context-Input-Process-Product) with a decision support system method called SAW (Simple Additive Weighting). Based on those situations, this research aimed to provide an overview of the user interface design and workings of the CIPP-SAW application used in evaluating the effectiveness of e-learning implemented in health colleges (case study in Bali province). This research was a development study using Borg & Gall’s design, which focused on the preliminary field test and main product revision stages. The subjects involved in the field trial of the CIPP-SAW application were 64 respondents. The respondents included: two informatics experts, two educational evaluation experts, 30 students, and 30 lecturers from several health colleges in Bali province. Data collection tools in the form of questionnaires, interview guidelines, and photo documentation. The analysis technique used was descriptive quantitative which compares the effectiveness level of the CIPP-SAW application with the effectiveness standard which refers to a scale of five. The results showed that the effectiveness level of the CIPP-SAW application was 87.521%, so it was in a good category.

Many teachers experience difficulties in starting an instruction and in how to make the students learn appropriately. Meanwhile, the teacher has to make the students learn in order the teaching conforms to the four pillars of education according to UNESCO, i.e.: learning to know, learning to do, learning to be, and learning to live together in peace and harmony. In relation to this, a study was conducted to the students of primary schools in Singaraja to see the effectiveness of BLCS model (Bruner, Local Culture, and Scaffolding) in the teaching of mathematics through a measurement using Expert System - based CSE-UCLA. The effectiveness of the teaching model was seen from learning activities, learning achievement, and the students' response to the teaching. Data were collected through observation, test and questionnaire and were then analyzed descriptively. The results show that BLCS model is an effective model to be used in the teaching of mathematics.