Differences in Combining CBL with GI Versus with Tutorial Methods on Activeness and Conceptual Understanding
- https://doi.org/10.2991/assehr.k.191217.060How to use a DOI?
- Challenge Based Learning (CBL), Guided Individual (GI), Tutorial, Activity, Concept Understanding
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.
- © 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/).
Cite this article
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 - https://doi.org/10.2991/assehr.k.191217.060 ID - Rahmawati2019 ER -