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