Utilization of whatsapp application as discussion media in blended learning

Journal of Education and Learning (EduLearn)
Vol. 13, No. 3, August 2019, pp. 370~378
ISSN: 2089-9823 DOI: 10.11591/edulearn.v13i3.8412  370
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
Utilization of whatsapp application as discussion media in
blended learning
Kawakibul Qamar1
, Selamet Riyadi2
, Tri Candra Wulandari3
1
Department of Systems Information, Universitas Kanjuruhan Malang, Indonesia
2, 3
Department of Education Mathematics, Universitas Kanjuruhan Malang, Indonesia
Article Info ABSTRACT
Article history:
Received Feb 12, 2019
Revised May 2, 2019
Accepted Jul 18, 2019
The purpose of this study is to discuss about utilization of Whatsapp
application as discussion media in Blended Learning. This study sought to
integrate learning technologies to improve the quality of student's learning.
Messenger application is used to communicate synchronously, so it can be
positioned as a discussion media. This study focused on Whatsapp
capabilities can be utilized to conduct in online learning of Blended
Learning. This study aims to describe the discussion media. This study
through the literature review that outlines the stages of Blended Learning
using Whatsapp application as a discussion media by using qualitative
methods. The result shows that Whatsapp application utilization as a
discussion media in Blended Learning sessions initiated by offline using
conventional methods, so the online session focused on the discussion as
indicated by dialogue and interaction among participants.
Keywords:
Blended learning
Discussion media
Whatsapp application
Copyright © 2019 Institute of Advanced Engineering and Science.
All rights reserved.
Corresponding Author:
Kawakibul Qamar,
Department of Systems Information,
Universitas Kanjuruhan Malang,
Jl. S. Supriadi no. 48 Malang, Indonesia.
Email: ikings94@gmail.com
1. INTRODUCTION
Technological developments recently are social media applications, where the application of social
media can bring rapid communication with the challenges of current information. The development of social
media application has exceeded the expectations of the internet as a link in early 2000. Internet-connected
smartphone increasingly permits users to access social network sites also to use social media applications [1].
With the development of Internet-connected smartphone, social media applications become more grown
exponentially, especially students that always carry a smartphone where connected to the internet with social
media applications.
Educational challenge nowadays is to meet the demands of information technology speeds as
the culture of the younger generation. Students as young people always carry a smartphone as a means of
communication and information anywhere. They are so accustomed to the convenience of online
environments, especially social media applications. Social media is a 21st-century term used to broadly
define a variety of networked tools or technologies that emphasize the social aspects of the Internet as
a channel for communication, collaboration, and creative expression [2, 3]. It is also a challenge for educators
to be able to distribute these habits in order not to be a bad habit. Educators are challenged to change
the habit so it can be used in learning. It is certainly not without the need for students to learn to use social
media applications.
The nature of social media is to provide added value as a result of the evolution of the Internet.
Characteristics of social media are participation, openness, conversation, community and connectivity [4].

J. Edu. & Learn. ISSN: 2089-9823 
Utilization of whatsapp application as discussion media in blended learning (Kawakibul Qamar)
371
a. Participation: social media evocative contributions and feedback from any interested members so as to
obscure the media with the user.
b. Openness: many social services are open to feedback from members. Openness in feedback members is
very involved in providing comments, responses, and sharing of information. Rarely news on social
media that are closed so not much to protect the information provided by its members.
c. Conversation: conversations on traditional media to broadcast a one-way manner, in contrast to the
same social media that also broadcast but can be done on a reciprocal basis between the first
broadcasters to the broadcaster next.
d. Community: the presence of social media, the many owners who freed members to create a community
based on common interests, hobbies etc.
e. Connectivity: most types of social media thrive on their connectivity, utilizing links to other sites,
resources, and people.
Social media developments are so rapid variations affect the development of learning. One form of
learning variation is to implement an electronic-based learning, or better known as e-learning. E-learning
should have linkages between educators and learners. The effectiveness and efficiency of learning can be as
good as infrastructure or facilities to support the innovation of conventional learning. E-learning can bridge
the social media application that is online with offline learning is Blended Learning. Online learning in
Blended Learning efforts to integrate learning technologies so as to improve the quality of student
learning [5]. Applications that are widely used is the messenger application that is used to communicate
synchronously, with the advantages of social media applications, especially the messenger believed to be
used as a medium of learning that can improve the quality of learning to be positioned as a discussion media.
One of the social media applications on a smartphone is Whatsapp. Excess Whatsapp is
a communication tool that also serves as a news anchor. Whatsapp messenger application is an application
that can send text, pictures and even sounds so appropriate to be used as a discussion tool. Anecdotal
evidence and initial research suggest that Whatsapp may be a promising tool to support communication and
collaboration in and outside the classroom, facilitating the crossing of physical and virtual boundaries
through its mobility and immediacy [6-8]. There is much positive influence was mentioned regarding
technical, educational, and instructional issues [9]. One of the learnings that need collaborative was subjects
Topology majoring in Mathematics Education. Subject topology has a distinctive character, namely the use
of logic and analyzes in depth in each chapter so it is important to optimize the logic and analytical ability in
full is essential in order to master the course of this topology. Logic and analytical ability can be observed
clearly in the method of discussion, to record a good discussion are to use the media to record
the conversation Whatsapp on learning Blended Learning.
The use of a smartphone in learning is a solution for the disruption faced by the people of the digital
age, which uses a smartphone as mere entertainment (play equipment) so that learning in the classroom to be
disrupted [10]. Utilizing the features of a smartphone, namely SMS (text messaging) as well as other features
such as messenger-like Whatsapp, BlackBerry Messenger (BBM) can be used in learning [11, 12].
Thus innovation in the use Whatsapp application is required in the development of learning.
The pedagogical framework for the development of learning using discussion method derived from
the theories of collaborative learning. The theory of collaborative learning in particular socio-cultural
approach (Vygotksy learning theory) and social-constructivist (Piaget learning theory) influence on
learning [13]. The second approach to socio-cultural and socio-constructivist learners emphasize
collaborative work with their peers and participate actively.
The socio-cultural theory emphasizes the role of psychological tools, such as language,
concepts, theories, and other use of the software as part of learning. While social-constructivist theory
emphasizes the individual's knowledge structure that directs a person's consciousness. An important part of
the learning can be described as a situation where the structure prior knowledge insufficient or contradictory
to the new situation.
In this situation, the structure of knowledge requires updating, seeking new knowledge or
explanation to assimilate or accommodate the structure of knowledge to respond and work in the new
situation. Discussion method of learning based on the theory of collaborative learning can be done by models
of conversation that dialogue/interaction [13]. This type of interaction is (1) the negotiations are close to
collaborating in Vygotsky's theory in which the indicator is the involvement in the completion of tasks,
(2) the argument used resolve back problems.
Application Whatsapp for Discussion Media, From the standpoint of socio-constructivist approach
and socio-cultural, mobile technology and especially social software provide an interesting possibility to
develop teaching and learning towards a more collaborative. Social software supports conversational
interaction and social networking as well as social feedback[14]. Social apps as software that allows
the social construction of meaning and new ways of collaboration[15].

 ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 3, August 2019 : 370 – 378
372
Discussion methods emphasize participation and create materials that support raising and sharing of
unique knowledge structure of students and knowledge gaps. In addition, it provides the environment and
tools to trigger cognitive conflict by supporting the exchange of ideas and interpretations of the student.
Similarly, Whatsapp as social media allows students to actively participate and communicate. Whatsapp can
be used as an online learning to support learning face to face, the use Whatsapp so that it will create
an environment that provides the discussion media of students outside the classroom. Whatsapp allows
the creation of closed groups, providing safe environments, where academic discussions, as well as social
dialogue, can take place with the lecturer as participant and facilitator/moderator of safety [16, 17].
Blended Learning using Whatsapp Application, Blended Learning is learning that combines direct
instruction (face to face) or offline and learning sessions using Whatsapp or an online session. The purpose of
the mixing sessions learning offline and online sessions are to support the unique interpretation of a group of
students and use it as a learning resource that is more variation in the discussion. In this study, done offline
learning session while in class or during the learning progress and online sessions when students and faculty
using Whatsapp application outside the classroom. Whatsapp application is used as a medium to know
the unique interpretation of student groups that are used in the discussion. Furthermore, the study will explore
the role of the messenger as a medium of discussion and Blended Learning is done by combining offline
learning session and online sessions both in class and with the application of Whatsapp.
Whatsapp as social media provides an opportunity to build a collaborative learning environment,
where smartphone provides flexibility in the study is required. Connecting to-face teaching and learning with
ICT refers to Blended Learning, which is a different way to blend-face teaching and online tools are
different. A simple model of Blended Learning is the "integration-face classroom experience with online
learning experiences" aimed at taking advantages of face-to-face situations and asynchronous text-based [5].
This causes the face to face lectures with additional materials and online learning task, using different
learning management systems such as Moodle. There are more powerful way to capitalize on the idea of
blended learning with face-to-face with online linking either simultaneously or not [18, 19].
Typically, students are quite familiar with social media software. Thus, from the standpoint of
blended learning, social media software provides an opportunity to support collaborative learning [20].
Whatsapp as social media software can be accessed and used online with ease, so the online sessions not only
provide additional material or a separate task but to add something new, namely the discussions in learning
more quality-face situation. The student group will generate interpretations and ideas that are unique and find
its own way of learning. With the use Whatsapp, researchers will know better than the unique ideas of
students and use it for subsequent learning and further discussion.
2. RESEARCH METHOD
This study through the literature review that outlines the stages of Blended Learning using
Whatsapp application as a discussion media. Whatsapp application usage is intended to support face to face
sessions by taking advantage of participation in the discussions in small groups. Students discuss the study in
the online sessions so that students in the group, did comment, justification, and advice so that they learn
better quality.
The next stage is the analytic framework that analyzes Learning Blended Learning framework by
focusing on discussions that took place in the group by using qualitative methods. Later stage of data
collection by collecting records of discussion serve as evidence the recording process of improving their
learning process as well as interviews with four students after the lecture. Interviews were recorded and
analyzed to capture 'experience of discussions and lectures to emphasize the experience and ideas of students.
The purpose of this analysis is to describe the types of records generated by the discussions in the group of
students. Figure 1 shows the process research.
Figure 1. Process research
3. RESULTS AND DISCUSSION
In the early stages, namely literature review, the researcher outlines Blended Learning using
Whatsapp application as a discussion media. The results of this phase are to formulate a tangible unit Satuan
Literature
Review
Analytic
Framework Data Collection
Data
Classification

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373
Acara Perkuliahan (SAP) (course unit). Based on the syllabus of lectures Topology, taken four meetings
were used in this study, namely 2 meeting them offline (face-to-face in class) and two meetings online (using
Whatsapp application as a discussion media). The details of the meeting are described in the Table 1 below.
Table 1. Details of meeting
Meeting Material Activity Explanation
1 Teori Himpunan Lecture, Discussion process Offline
2 Pengantar Topologi Lecture, Discussion process Offline
3 Ruang Topologi Discussion Online
4 Ruang Topologi Discussion Online
Based on the details in the Table 1 can be explained that at the meeting of 1 and 2 are used for the
process of knowledge transfer as usual in the lecture using lecture and question and answer. By using
Whatsapp application to appear participation in the discussions at the meeting of 3 and 4 is done online
where students discuss course material in an online session with a comment, justification, and support.
The next phase is the analytic framework that analyzes Learning Blended Learning framework by
focusing on discussions that took place in the group. To spark discussion, we need a series of process of
challenging material for students in the process of discussion such as the provision of material with quotes
and asking questions. So that the design of the material prepared by using a sequence of the summary outline
with examples and exercises. With the circuit is expected to appear in the lecture-discussion process.
One example of the presentation shown in Figure 2, Figure 3, Figure 4 and Figure 5.
Figure 2. Introduction Figure 3. Subject matter
Figure 4. Example an example

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Figure 5. Filing for discussion
Stage of data collection by collecting records of discussion serve as evidence the recording process
of improving their learning process as well as interviews with four students after the lecture. Interviews were
recorded and analyzed to capture 'experience of discussions and lectures to emphasize the experience and
ideas of students. The purpose of this analysis is to describe the types of records generated by the discussions
in the group of students.
Stage classification of data is that the data from the records of discussion and questionnaire
instruments were then analyzed to obtain the conclusion of the study. Collaborative Learning theory states
that the socio-cultural approach and socio-constructivist learning is very interesting because it is done jointly.
This collaboration according to the characteristics of social media such as participation, openness,
conversation, community and connectivity [4, 21]. Based on research data can be argued that learning with
discussion methods via Whatsapp application runs as follows.
a. Participation: Whatsapp application usage evocative contribution and feedback of every participant is
interested, as the recording following discussion.
b. Openness: from recording images look every student commented to each other on the idea of other
students, as well as feedback to a statement from the lecturer. So this is an indication that the disclosure
of information in online than when meeting offline.
c. Conversation: Whatsapp recorded the conversations on reciprocity among the participants.
The indication is each participant has an equal opportunity to provide feedback so that there is
a conversation between each participant.
d. Community: with the reciprocal of each participant, each participant is possible to directly interact in
private conversations with forming a community. Such a student feels that feedback from participants
better understood, they will have a conversation in person to resolve the problem.
e. Connectivity: Whatsapp can develop learning resources to include links to other resources, it indicates
the source of connectivity each participant that can be shared with other participants.
3.1. Steps whatsapp application as a discussion media
As the smartphone application is necessary to do to prepare for the application of Blended Leaning
utilizing Whatsapp application can be carried out smoothly. In general, the design of the Blended Learning is
offline divide the two sessions (face to face) and online (discussion using Whatsapp application).
In the offline session, the learning process using the conventional method of expository accompanied by
questions and answers, while the online session is given a problem that requires settlement so it is possible
for an interaction among participants.
The design of the online session is the focus of this study, so the researchers designed in such
a material that can foster the curiosity of participants so that the material is expected to have discussions with
participants interacting with the other participants. The steps to take advantage of the Blended Learning
Whatsapp application in the following manner.
a. Prepare the material to form a slide which is realized with the image file. The material was created
using a presentation application is then stored as an image file.
b. Ensure each participant already has a Whatsapp application and have the contact number of each
participant.
c. Create a group in Whatsapp application by entering all the contact numbers of participants.
The process of learning in Blended Learning in an online session as shown in Figure 6 and
Figure 7 below.

J. Edu. & Learn. ISSN: 2089-9823 
375
Figure 6. Whatsapp application in laptop Figure 7. Display whatsapp
application in smartphone
Each participant using a smartphone to use Whatsapp application, but researchers are using
smartphone and laptops to anticipated so that learning can run smoothly. The ease in controlling the learning
happens when researchers want to write the material, which reduces typing errors in the material. So the use
of the laptop can help researchers to be able to accurately and quickly control the online session.
In addition to the ease in responding to and controlling the session online learning, the use of laptops
in the study used to record ongoing learning activities. In the online session, the learning process is focused
on the interaction of each participant to see action in the form of a dialogue or discussion that occurred.
Discussion and dialogue are shown in Figure 8.
Figure 8. Display dialog and discussion sessions online
The figure shows each participant responds by asking, where it rarely happens in the offline session.
This indicates that the online sessions can stimulate participants to convey the idea that begins with asking
questions as an indicator of the learning process. In fact, each participant also helps each other on questions
other participants shown in Figure 9.

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Figure 9. Display the help dialog of participants
To clarify the submission of ideas from participants, the use of the photo as an image used by
the participants to speed up the writing notation is not supported in most applications. This also applies to
Whatsapp application that uses only standard notation, so if using mathematical notation is replaced by
writing on paper and then photographed and attached to the group. Figure 10 shows how to use of the photos
in an online session
Figure 10. Use of the photos in an online session
4. CONCLUSION
Based on our discussion, it concludes that measures Whatsapp application utilization as a discussion
media in Blended Learning sessions initiated by offline using conventional methods, so the online session
focused on the discussion as indicated by dialogue and interaction among participants. Such steps include
(1) Preparing the materials to form a slide which is realized with the image file created using a presentation
application is then stored as an image file, (2) Ensure each participant own Whatsapp application and have

J. Edu. & Learn. ISSN: 2089-9823 
377
the contact number of each participant, (3) Create a group in Whatsapp application by entering all the contact
numbers of participants.
The response of students to use as a discussion media Whatsapp application in Blended Learning
with a high enough level of benefits of using 3.9 Whatsapp application where it means the course requires
innovation adapted to technological advances developed in the community. Similarly, the use Whatsapp
application as a discussion media is quite high with a scale of 3.2 indicating that the discussion can be
simulated using the new media approach.
Whatsapp application becomes a common tool in the classroom, there will be the need for further
research in order to identify the effectiveness this tool to integrate them into educational and pedagogical
goals. This will necessitate the implementation of a wide range of quantitative research methodology. Also,
it can be implemented to deal with high school students; junior high and elementary schools as well.
Provide a statement that what is expected, as stated in the "Introduction" chapter can ultimately
result in "Results and Discussion" chapter, so there is compatibility. Moreover, it can also be added
the prospect of the development of research results and application prospects of further studies into the next
(based on result and discussion).
ACKNOWLEDGEMENTS
This research was supported by Lembaga Penelitian dan Pengabdian Masyarakat (LPPM)
Kanjuruhan University. We thank our colleagues from Mathematics Education Department also Science and
Technology Faculty of Kanjuruhan University who provided insight and expertise that greatly assisted
the research, although they may not agree with all of the conclusions of this paper.
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BIOGRAPHIES OF AUTHORS
Kawakibul Qamar is lecturer of Systems Information in University of Kanjuruhan Malang. He
received Master Degree in Mathematics Education in Malang State University. He is working on
improvement educational technology and E-learning.
Selamet Riyadi is lecturer of Mathematics Education in Univesity of Kanjuruhan Malang. He
was graduated form University of Kanjuruhan Malang in Mathematics Education. As lecturer,
his subject is linear algebra also educational course.
Tri Candra Wulandari is lecturer of Mathematics Education in University of Kanjuruhan
Malang. Her Master degree was received from Malang State University in Modul and Workbook
development.

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