Development of Contextual Teaching Learning Model Based on Blended Learning
- 10.2991/assehr.k.211110.054How to use a DOI?
- Contextual Teaching Learning; Model; Blended Learning
The research objectives were to analyze: (1) the feasibility of a blended learning-based contextual learning model for the lesson planning course, and (2) the effectiveness of the blended learning-based contextual learning model for the lesson planning course. The research method used is development research. The resulting learning tools were validated by experts, then continued with individual tests, small group tests and field groups. Testing the effectiveness of the learning model is done by testing the t test statistic. The research findings show: (1) a contextual learning model based on blended learning, the lesson planning course is developed starting from needs analysis, design, evaluation and trial stages to produce a syntax for learning models and learning tools in the form of model books, lecturer manuals, student manuals and textbooks that are expert validation and the results show the level of feasibility for use in learning activities in the Learning Planning course, and (2) the contextual learning model based on blended learning for the Learning Planning subject is proven to be effective for use in learning, this can be seen from the results of statistical testing where the calculated price is known (4.33) > t table (1.988), so it can be concluded that this learning model is effective in improving student learning outcomes.
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Zunidar AU - Sahat Siagian AU - Hamid K. Abdul PY - 2021 DA - 2021/11/22 TI - Development of Contextual Teaching Learning Model Based on Blended Learning BT - Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021) PB - Atlantis Press SP - 15 EP - 23 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211110.054 DO - 10.2991/assehr.k.211110.054 ID - 2021 ER -