Blended Learning Based on Schoology: Effort of Improvement Learning Outcome and Practicum Chance in Vocational High School

Autor/inn/en	Irawan, Vincentius Tjandra; Sutadji, Eddy; Widiyanti
Titel	Blended Learning Based on Schoology: Effort of Improvement Learning Outcome and Practicum Chance in Vocational High School
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1282031 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Irawan, Vincentius Tjandra) ORCID (Sutadji, Eddy) ORCID (Widiyanti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1282031
Schlagwörter	Blended Learning; Vocational High Schools; Problem Based Learning; Outcomes of Education; Intermode Differences; Prior Learning; Quasiexperimental Design; Multiple Choice Tests; Knowledge Level; Correlation; Database Management Systems; Instructional Improvement; Control Groups; Experimental Groups; Pretests Posttests; Achievement Gains; Courseware; Foreign Countries; Statistical Analysis; Indonesia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Lernleistung; Schulerfolg; Vorkenntnisse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Wissensbasis; Korrelation; Datenbanksystem; Unterrichtsqualität; Achievement gain; Leistungssteigerung; Lernsoftware; Ausland; Statistische Analyse; Indonesien
Abstract	The aims of this study were to determine: (1) the differences in learning outcome between Blended Learning based on Schoology and Problem-Based Learning, (2) the differences in learning outcome between students with prior knowledge of high, medium, and low, and (3) the interaction between Blended Learning based on Schoology and prior knowledge to the learning outcome. This type research was quasi-experimental with research subjects as many as 64 students were determined by random sampling assignment. The data collection technique used multiple-choice tests. The obtained data were analyzed by two-way ANOVA. The results of this study revealed that: (1) there was significant differences in learning outcome between Blended Learning based on Schoology and Problem-Based Learning (sig p = 0.000 < a = 0.05), (2) there were significant differences in learning outcome between students with high, medium, and low prior knowledge (sig p = 0.000 < a = 0.05), and (3) there was no interaction between Blended Learning based on Schoology and prior knowledge to the learning outcome (sig p = 0.196 > a = 0.05). (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01