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Individual learning in this theory, learners are active participants if
they can build their own knowledge subjectively, dynamically, and

develop. Then process and understand the information so the learner has
his own learning. Learners develop their wisdom based on knowledge from
experiences they have experienced themselves. Cognitive learning theory

is the next learning theory that underlies the Blended Learning model.
Precognitive proximity emphasizes the chart as one organized structure of

knowledge. Bloom 1956 identified six cognitive learning levels:
"knowledge, understanding, application, analysis, and synthesis."
The last theory is the theory of social constructivism developed by

Vygotsky. According to Vygotsky 1978, it is as follows: the way learners
construct knowledge, think, reason, and reflect on is uniquely shaped by

their relationship with others. He argued that the guidance given by more
capable others allows the learner to engage in levels of activity that could
not be managed alone. Social constructivism is also called collaborative

learning. The characteristics of such learning theory are as follows 171:
This theory requires students to build knowledge, think, find excuses,
and be reflected in unique forms through relating to others. The learner

learns from solving a real problem and joins a knowledge generator. The
devotee also enters inside as a learner together with his learners. The form
of the task will also be processed, knowledge assessed and created, and

then build new knowledge.
2. Purpose of Blended Learning

a. Helping learners to develop better in the learning process, according to
learning styles and preferences in learning.
b. Provides practically realistic opportunities for teachers and learners to

learn independently, usefully, and continuously develop.
c. Increased scheduling flexibility for learners by combining the best

aspects of face-to-face and online instruction. Face-to-face classes can
be used to engage learners in interactive experiences. Meanwhile, the