Vol. 8, Issue 6, Part A (2022)

Abstract
Information communication technology is the main point of departure for carrying out activities, including the world of education which must carry out teaching and learning activities by utilizing Information Communication Technology so that the teaching and learning process continues. It is undeniable that in an effort to adjust the use of information and communication technology as a medium and means of distance learning, many problems were found, including from teachers as instructors, most of whom are still not proficient in operating devices for distance learning activities, and from students who happen to be in remote areas or rural areas that do not yet have devices such as cell phones or computers. Therefore, this study aims to analyze the 1. Implementation of blended learning in the subjects of the Computer and Network Engineering Vocational Project at SMK Kristen 2 Tomohon. 2. Factors that support and hinder the implementation of blended learning in the subjects of the Computer and Network Engineering Vocational Project at SMK Kristen 2 Tomohon. 3. The strategy adopted in implementing blended learning in the subjects of the Computer and Network Engineering Vocational Project at SMK Kristen 2 Tomohon. 4. The absorption of material by students in the implementation of blended learning subjects of the Computer and Network Engineering Vocational Project at SMK Kristen 2 Tomohon. This research was conducted at the Krirten 2 vocational high school in Tomohon City (SMKS Kristen 2). Using qualitative research methods, primary and secondary data, as well as data collection by observation, interviews and documentation. The results showed that: 1. Blended learning is carried out in the department / expertise program of SMKS Kristen 2 Tomohon carried out with good management, namely planning, organizing, implementing and evaluating. 2. The implementation of blended learning is supported by the availability of facilities in schools that are very adequate to support learning such as student practice rooms with practical equipment that are in accordance with standards. 3. The blended learning strategy applied has combined offline and online learning. 4. After analyzing the implementation of blended learning, it was concluded that the expertise project material, both theory and practice, was well absorbed, this was evidenced by the significant increase in student competence.