Sidoarjo, Indonesia — The implementation of the blended learning method has been proven to significantly improve the competency of Government Employees with Work Agreements (PPPK) participating in the orientation program at the Regional Civil Service Agency (BKD) of Sidoarjo Regency. The finding comes from a study conducted by Wahyu Ismawan, Rudy Handoko, and Bambang Kusbandrijo from Universitas 17 Agustus 1945 Surabaya. Based on data collected from the 2025 PPPK orientation program, the study demonstrates that combining online and face-to-face learning effectively enhances participants' knowledge, skills, and professional attitudes.
Developing high-quality human resources has become one of the Indonesian government's primary priorities in supporting bureaucratic reform and achieving the Indonesia Golden Vision 2045. Civil servants, including PPPK employees, are expected to possess strong competencies, integrity, and the ability to adapt to technological advancements. As a result, newly appointed PPPK personnel are required to participate in orientation programs designed to introduce their core responsibilities, public service values, bureaucratic ethics, and organizational culture. However, the growing number of participants and their diverse educational and professional backgrounds have made conventional classroom-based training less effective in meeting individual learning needs.
To address this challenge, the Regional Civil Service Agency of Sidoarjo Regency adopted a blended learning approach for its PPPK orientation program. The program combines two weeks of self-paced learning through a Massive Open Online Course (MOOC) with structured face-to-face classroom sessions conducted in several waves. This integrated approach allows participants to study independently while also benefiting from direct interaction with instructors and fellow participants. According to the researchers, this learning model supports both effective competency development and the government's ongoing digital transformation agenda.
The research employed a quantitative correlational design involving 87 respondents randomly selected from 628 participants in the first phase of the 2025 PPPK Orientation Program. Data were collected through structured questionnaires measuring five key dimensions of blended learning: Live Event, Self-Paced Learning, Collaboration, Assessment, and Performance Support Materials. In addition to survey responses, participants' academic performance—including pre-test, MOOC, and post-test scores—was analyzed to measure competency improvement throughout the training process.
The findings revealed that all five dimensions of blended learning positively and significantly influenced participant competency. Statistical analysis showed that the blended learning model explained 86.6 percent of the variation in participant competency, indicating that the integrated learning approach plays a major role in improving the effectiveness of PPPK orientation programs. The remaining 13.4 percent of competency improvement was influenced by factors beyond the scope of the study.
Among the five dimensions, Live Event, or face-to-face learning, made the largest contribution to competency improvement. Direct interaction with instructors enabled participants to better understand training materials, ask questions immediately, and internalize public service values more effectively. The second strongest contributor was Self-Paced Learning, which gave participants the flexibility to complete online learning materials according to their own schedules without interfering with their professional responsibilities.
The study also found that Collaboration significantly enhanced learning outcomes by encouraging participants from different professional backgrounds to exchange experiences and solve problems together. Meanwhile, Assessment motivated participants to continuously improve their understanding through structured evaluations conducted throughout the program. Although Performance Support Materials contributed the smallest percentage, digital learning resources such as downloadable modules, platform guides, and technical support remained essential for ensuring a smooth learning experience, particularly for participants with varying levels of digital literacy.
Participants' academic performance demonstrated clear evidence of competency improvement during the orientation process. The average pre-test score of 68.10 increased to 85.82 after the MOOC phase and reached 95.17 following the completion of face-to-face sessions. This steady progression indicates that combining online learning with classroom instruction effectively strengthens participants' cognitive understanding and professional readiness throughout the orientation program.
According to Wahyu Ismawan, Rudy Handoko, and Bambang Kusbandrijo from Universitas 17 Agustus 1945 Surabaya, the effectiveness of blended learning lies not in a single instructional method but in the successful integration of all its components. Face-to-face interaction, independent learning, collaboration, assessment, and accessible learning resources must work together to maximize competency development among public sector employees.
The study offers valuable implications for public sector human resource development across Indonesia. Blended learning provides an effective solution for delivering large-scale government training programs without compromising educational quality. Beyond improving training efficiency, the model also supports digital transformation within government institutions while preparing civil servants to meet the evolving demands of modern public service.
Overall, the research concludes that blended learning significantly strengthens the effectiveness of PPPK orientation programs. The findings suggest that this learning model can serve as a practical reference for government agencies seeking to improve civil servant competency through flexible, technology-supported, and learner-centered training approaches.
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DOI: https://doi.org/10.55927/eajmr.v5i7.214
Journal Link: https://journaleajmr.my.id/index.php/eajmr/article/view/214
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