Blended-Contextual Teaching and Learning: How Is It Effective Against Learning Independence and Understanding of Student Concepts in Ecosystem Materials?
Abstract
Background: Blended-Contextual Teaching and Learning is a combination of 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.
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References
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Singh, H., & Reed, C. (2001). A White Paper: Achieving Success With Blended Learning. Centra Software, March, 1–11.
Sriyono, H. (2021). Bimbingan dan Konseling Belajar Bagi Siswa di Sekolah. PT RajaGrafindo Persada.
Sugiyono. (2012). Metode Penelitian Kuantitatif Kualitatif dan R&D. CV Alfabeta.
Sugiyono, P. D. (2014). Metode Penelitian Kuantitatif Kualitatif dan R&D . ALFABETA.
Sulastri, S., Safahi, L., & Susilo, S. (2018). Pengaruh Strategi Pembelajaran Critical Incident terhadap Keterampilan Analisis Siswa. Assimilation: Indonesian Journal of Biology Education, 1(2), 77-81.
Suryani, E. (2019). Analisis Pemahaman Konsep? Two-Tier Test sebagai Alternatif. CV. Pilar Nusantara.
Susanto, S. (2020). Efektivitas Small Group Discussion dengan Model Problem Based Learning dalam Pembelajaran di Masa Pandemi Covid-19. Jurnal Pendidikan Modern, 6(1), 55–60.
Watson, J., Powell, A., Staley, P., Patrick, S., Horn, M., Fetzer, L., Hibbard, L., Oglesby, J., Verma, S., Kuehn, B. L., Archibald, D., Barbour, M. K., Leary, H., Wilson, E. V., & Ostashewski, N. (2020). Teacher education and K-12 online learning. INACOL, The International Association for K–12 Online Learning, 1–20.
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Amin, A. K. (2017). Kajian Konseptual Pembelajaran Blended Learning Berbasis Web untuk Meningkatkan Hasil Belajar dan Motivasi Belajar. Jurnal Pendidikan Edutama, 4(2), 51–64.
Anggraeni, A., Supriana, E., & Hidayat, A. (2019). Pengaruh Blended Learning Terhadap Kemampuan Berpikir Kritis Siswa SMA pada Materi Suhu dan Kalor. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(6), 758–763.
Armiati, A., & Yanrizawati, Y. (2020). Analisis pemanfaatan media daring dalam pembelajaran matematika ditinjau dari kemandirian belajar siswa di kelas XI SMAN 1 Koto Balingka. Jurnal Eksakta Pendidikan (JEP), 4(2), 197–201.
Baru, M. W. E., & Mawartiningsih, L. (2018). Pengaruh Model Pembelajaran Blended Learning Melalui Media Gambar untuk Meningkatkan Hasil Belajar Siswa Kelas VIII SMP Negeri 1 Brondong Tahun Pelajaran 2017/2018. Bio-Pedagogi: Jurnal Pembelajaran Biologi, 7(2), 50–53.
Darma, I. K., Karma, I. G. M., & Santiana, I. M. A. (2020). Blended Learning, Inovasi Strategi Pembelajaran Matematika di Era Revolusi Industri 4.0 Bagi Pendidikan Tinggi. PRISMA: Prosiding Seminar Nasional Pendidikan Matematika, 3, 527–539.
Finn, A., & Bucceri, M. A. (2008). Case Study Approach to Blended Learning. Los Angel Cent Softw.
Garner, B., & Oke, L. (2017). Blended Learning: Theoretical Foundations. Indiana Wesleyan University.
Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and Challenges of Blended Learning Environments. In D. B. A. M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (1st ed., pp. 253–259). IGI Global.
Hake, R. R. (2002). Relationship of Individual Student Normalized Learn Gains in Mechanics with Gender, High-School Physics, and Pretest Scores on Mathematics and Spatial Visualization. Physics Education Research Conference.
Herwanto, H., Mujib, A., & Karnasih, I. (2020). Pengaruh Pendekatan Pembelajaran Matematika Realistik (PMR) Terhadap Kemampuan Pemahaman Konsep Matematis dan Kemandirian Belajar Siswa SMP. Edumaspul: Jurnal Pendidikan, 4(2), 72–77.
Irhami, S. N. (2019). Implementasi Pendekatan Konstekstual untuk Meningkatkan Gairah Siswa dalam Pembelajaran Biologi di Madrasah Aliyah Negeri 02 Banyumas. Jurnal Kependidikan, 7(1), 30–42.
Johnson, E. B. (2009). Contextual Teaching and Learning (A. C. Alwasilah (ed.); Terjemahan). Mizan Learner Centre.
Kurniawan, R., Mitrohardjono, M., & Fahrudin, A. (2021). Urgensi Pendidikan Keluarga Di Masa Pandemi Covid-19. Jurnal Tahdzibi, 6(1), 29–38. https://doi.org/10.24853/tahdzibi.6.1.29-38
Lestari, Y., Yusmansyah, & Rahmayanthi Z., R. (2015). Peningkatan Kemandirian Belajar Dengan Layanan Bimbingan Kelompok. ALIBKIN: Jurnal Bimbingan Konseling, 4(1).
Margono, S. (2009). Metodologi Penelitian Pendidikan Komponen MKDK. Rineka Cipta.
Martaida, T. et al. (2017). The Effect of Discovery Learning Model on Student's Critical Thinking and Cognitive Ability in Junior High School. IOSR-JRME, 7(6), 1–8. https://doi.org/10.9790/7388-0706010108
Mustofa. (2010). Analisis Pemahaman Konseptual dan Pemahaman Algoritmik Materi Asam Basa, Buffer, dan Larutan Garam Siswa Kelas XI SMAN 3 Mojokerto serta Upaya Perbaikannya dengan Pendekatan Mikroskopik. Universitas Negeri Malang.
Putra, D. S., & Donny Fernandez, Yogianda Aprilindo. (2016). Journal of mechanical engineering education. Journal of Mechanical Engineering Education, 4(1), 11–18.
Rahmadi. (2022). Blended Learning with Flipped Classroom through Contextual Teaching and Learning Approach to Increase Motivation and Learning Outcomes. Journal of Mechanical Engineering Education, 7(1), 80–90.
Rozi, F., & Lana, I. F. (2021). Implementasi pembelajaran jarak jauh (PJJ) dalam meningkatkan kemandirian belajar siswa. Fondatia Jurnal Pendidikan Dasar, 5(1), 109–124.
Selvianiresa, D., & Prabawanto, S. (2017). Contextual Teaching and Learning Approach of Mathematics in Primary Schools. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012171
Singh, H., & Reed, C. (2001). A White Paper: Achieving Success With Blended Learning. Centra Software, March, 1–11.
Sriyono, H. (2021). Bimbingan dan Konseling Belajar Bagi Siswa di Sekolah. PT RajaGrafindo Persada.
Sugiyono. (2012). Metode Penelitian Kuantitatif Kualitatif dan R&D. CV Alfabeta.
Sugiyono, P. D. (2014). Metode Penelitian Kuantitatif Kualitatif dan R&D . ALFABETA.
Sulastri, S., Safahi, L., & Susilo, S. (2018). Pengaruh Strategi Pembelajaran Critical Incident terhadap Keterampilan Analisis Siswa. Assimilation: Indonesian Journal of Biology Education, 1(2), 77-81.
Suryani, E. (2019). Analisis Pemahaman Konsep? Two-Tier Test sebagai Alternatif. CV. Pilar Nusantara.
Susanto, S. (2020). Efektivitas Small Group Discussion dengan Model Problem Based Learning dalam Pembelajaran di Masa Pandemi Covid-19. Jurnal Pendidikan Modern, 6(1), 55–60.
Watson, J., Powell, A., Staley, P., Patrick, S., Horn, M., Fetzer, L., Hibbard, L., Oglesby, J., Verma, S., Kuehn, B. L., Archibald, D., Barbour, M. K., Leary, H., Wilson, E. V., & Ostashewski, N. (2020). Teacher education and K-12 online learning. INACOL, The International Association for K–12 Online Learning, 1–20.
Authors
Bangsa, L. C. A., & Jayanti, U. N. A. D. (2022). Blended-Contextual Teaching and Learning: How Is It Effective Against Learning Independence and Understanding of Student Concepts in Ecosystem Materials?. BIOEDUSCIENCE, 6(2), 115–123. https://doi.org/10.22236/j.bes/629691
This work is licensed under a Creative Commons Attribution 4.0 International License.
