Blended-Contextual Teaching and Learning: How Is It Effective Against Learning Independence and Understanding of Student Concepts in Ecosystem Materials?

Bangsa, Ladisa Cikal Asa and Jayanti, Ummi Nur Afinni Dwi (2022) Blended-Contextual Teaching and Learning: How Is It Effective Against Learning Independence and Understanding of Student Concepts in Ecosystem Materials? BIOEDUSCIENCE, 6 (2). pp. 115-123. ISSN p-ISSN: 2614-154X, e-ISSN: 2614-1558

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Abstract

Background: Blended-Contextual Teaching and Learning combines contextual learning models with blended learning. The learning that is created is the concept of a contextual model where the teacher acts as a facilitator and moderator and does not tend to present something already finished to students. This analysis is aimed to determine the effectiveness of the Blended-Contextual Learning model on the freedom and understanding of the concepts of high school students in class X Ecosystem material. Methods: In this research, the quantitative research method was used using experimental research and research design, namely Quasi-Experimental Design, using an assessment instrument that has been tested for validity. The research was conducted at Madrasah Aliyah with a sample of 48 students. Results: Blended-Contextual Learning effectively increases the independence and students' conceptual understanding ability treated with the Blended-Contextual Learning model. Conclusions: Blended-Contextual Teaching and Learning has a practical effect because it has a positive influence on stimulating an increase in student's conceptual understanding, as seen in the data analysis above, which shows an increase in conceptual understanding in the treated class.

Jenis Item:	Artikel
Uncontrolled Keywords:	Concept Understanding; Blended Contextual Teaching and Learning; Learning Independence
Subjects:	300 Social sciences > 370 Education
Divisions:	Artikel (Jurnal, Koran, Majalah)
Pengguna yang mendeposit:	Ms Nurul Hidayah Siregar
Date Deposited:	05 Nov 2022 07:17
Last Modified:	05 Nov 2022 07:17
URI:	http://repository.uinsu.ac.id/id/eprint/16213

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