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The blended learning model is a pedagogical approach that integrates face-to-face, offline, and online learning modalities. This model utilizes multimedia technologies such as CD-ROMs, Google, YouTube, email, and WhatsApp. The expansive nature of this model facilitates maximum student engagement and access to a wealth of information to enhance the teaching and learning processes. This study aims to understand the design and implementation of the blended learning model at Ma'arif Sintang Islamic College. This study employs a qualitative approach with a field research design. Data collection involves observation, interviews, and documentation. The data analysis follows Miles Huberman's interactive model, encompassing data reduction, data presentation, and drawing conclusions. The validity of the data is ensured through source triangulation and triangulation techniques. The research findings are as follows: (1) Before implementing the blended learning model, lecturers, particularly those less technologically adept due to age-related factors, underwent training at the beginning of each semester to enhance their technological competencies. The design phase involved setting learning objectives, selecting and defining learning strategies and methods, and identifying learning sources; (2) The execution of the blended learning model at Ma'arif Sintang Islamic College involved lecturers presenting core materials, followed by student group presentations using PowerPoint. Learning sources included PowerPoint presentations and materials from Google, YouTube, blogs, and college library books; (3) Evaluation of the blended learning model was conducted by lecturers at the end of each learning cycle, assessing the success of the learning process from initiation to conclusion. In summary, the blended learning model at Ma'arif Sintang Islamic College incorporates various technologies and strategies to create an engaging and effective learning environment.

Blended Learning; online learning; face-to-face learning