Differences in Combining CBL with GI Versus with Tutorial Methods on Activeness and Conceptual Understanding

DOI

10.2991/assehr.k.191217.060How to use a DOI?

Keywords

Challenge Based Learning (CBL), Guided Individual (GI), Tutorial, Activity, Concept Understanding

Abstract

The learning process at schools needs to be considered to improve the quality of education in order to help students preparing to face working world. The research design used was Quasi Experimental Design with a research design Non-Equivalent Control Group Design. The research subjects were class X TIPTL students of SMK 1 Kediri. The measurement instrument is a posttest for understanding concepts and observation sheets for students’ activeness. The aspects measured are cognitive and affective aspects. Hypothesis testing is done by Independent Sample T-Test technique for conceptual understanding and Man Whitnee U Test for students’ activeness, assisted by SPSS software. The results show that there are significant differences in the implementation of CBL model combined with guided individual and tutorial methods on students’ activeness and conceptual understanding. There a differences in students’ activeness with sig. = 0,000 and in conceptual understanding with sig. = 0.010.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yuni Rahmawati
AU  - Nur Dianto
AU  - Hari Putranto
PY  - 2019
DA  - 2019/12/19
TI  - Differences in Combining CBL with GI Versus with Tutorial Methods on Activeness and Conceptual Understanding
BT  - Proceedings of the 1st Vocational Education International Conference (VEIC 2019)
PB  - Atlantis Press
SP  - 372
EP  - 378
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.191217.060
DO  - 10.2991/assehr.k.191217.060
ID  - Rahmawati2019
ER  -