Proceedings of the the 3rd Annual Conference of Engineering and Implementation on Vocational Education, ACEIVE 2019, 16 November 2019, Universitas Negeri Medan, North Sumatra, Indonesia

Research Article

The Influence of Learning Strategy (Blended Learning and Expository) and Prior Knowledge on Information Technology and Communication (ICT) Learning Outcomes

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  • @INPROCEEDINGS{10.4108/eai.16-11-2019.2293258,
        author={Resien  Resien and Harun  Sitompul and Julaga  Situmorang},
        title={The Influence of Learning Strategy (Blended Learning and Expository) and Prior Knowledge on Information Technology and Communication (ICT) Learning Outcomes},
        proceedings={Proceedings of the the 3rd Annual Conference of Engineering and Implementation on Vocational Education,  ACEIVE 2019,  16 November 2019, Universitas Negeri Medan, North Sumatra, Indonesia},
        publisher={EAI},
        proceedings_a={ACEIVE},
        year={2020},
        month={3},
        keywords={blended learning expository learning prior knowledge ict},
        doi={10.4108/eai.16-11-2019.2293258}
    }
    
  • Resien Resien
    Harun Sitompul
    Julaga Situmorang
    Year: 2020
    The Influence of Learning Strategy (Blended Learning and Expository) and Prior Knowledge on Information Technology and Communication (ICT) Learning Outcomes
    ACEIVE
    EAI
    DOI: 10.4108/eai.16-11-2019.2293258
Resien Resien1,*, Harun Sitompul2, Julaga Situmorang3
  • 1: Postgraduate Education Technology, Universitas Negeri Medan, Indonesia
  • 2: Jurusan Pendidikan Teknik Bangunan, Universitas Negeri Medan, Indonesia
  • 3: Jurusan Pendidikan Teknik Mesin, Universitas Negeri Medan, Indonesia
*Contact email: resien.chiu@gmail.com

Abstract

The objectives of this research are to determine the effect of learning strategies (blended learning and expository learning) and prior knowledge on ICT outcomes. This research conducted at SMA Methodist Tanjung Morawa during September to November 2016, and used a quasi-experimental method with a 2x2 factorial treatment by level design. The participants were 26 students divided into two treatment classes. Data analysis showed that variance with significance level 0,05. The results indicated that; student’s ICT outcomes who used blended learning was better than expository learning; student’s ICT outcomes who had higher prior knowledge was better than student’s in lower prior knowledge; there is an interaction between learning strategy and prior knowledge; student’s ICT outcomes who used blended learning was higher than expository learning to the student group of higher prior knowledge; and student’s ICT outcomes who used blended learning was lower than expository learning to the student group of lower prior knowledge.