The Effectiveness of Blended Learning Combined the Team Game Tournament on the Learning Outcomes of Electrical Engineering Students

Abstract

The pandemic condition forced schools to carry out online learning.As a result, learning becomes ineffective. This study aims to determine the effectiveness of the learning model and the differences in learning outcomes in the subject of Basic Electromechanical Work using the blended learning model of the flipped classroom combined with the team game tournament with the lecture learning model. This study uses a quasi-experiment approach. The research subjects were 68 students of class X Electrical Engineering. The research design used a non-equivalent control group design. Data analysis used description analysis, prerequisite test, and hypothesis. Hypothesis testing using the Mann-Whitney and Wilcoxon tests. The results showed that the flipped classroom learning model was more effective than the lecture model, indicated by an increase in the pretest-posttest score of 3.74 and the control class of 2.24. The flipped classroom model has a significant difference in learning outcomes compared to the lecture model. For students, the use of flipped classroom learning makes it easier and increases interest in learning so that they become more creative and critical which has an impact on increasing students' cognitive, affective and psychomotor abilities. The application of the team game tournament as a learning medium is able to attract students' interest in the learning process.

The use of teams games tournament learning to increase students' learning outcomes in classification of living things

“…TGT has been able to elevate student learning activities and outcomes. these findings are in line with previous research that TGT can elevate student learning outcomes (Arga et al, 2022;Novritasari et al, 2022;Samrin et al, 2021) and student activity (Asniwati et al, 2018). Student activity increased because TGT invited students to play games and tournaments with other group members.…”

E-Modules Through Flipped Classroom and PBL Models on Environmental Pollution Material to Increase Problem-Solving Ability

“…The e-module product trial used a quasi-experimental method with a non-equivalent pretest-posttest control group design (Arga et al, 2022;Petridou et al, 2017;Zong & Zhang, 2019). The test subjects were 72 students divided into two classes, namely 36 students in class X MIPA 1 and 36 students in class X MIPA 2.…”

“…Effective learning can do by giving real issues relevant to the needs of students so that students do not just accept (Farias et al, 2022;Kocuk, 2022;Mkimbili, 2022;Wu et al, 2021). In problem-solving ability, students in Indonesia are still relatively low (Apino & Retnawati, 2017;Arga et al, 2022;Heru et al, 2021;Riastuti et al, 2017). The biology learning material raised in the development of an android-based e-module is environmental pollution material for class X SMA.…”