Blended Learning with Flipped Classroom through Contextual Teaching and Learning Approach to Increase Motivation and Learning Outcomes

Abstract

This study aims to determine the increase learning motivation and learning outcomes in engineering drawing lessons for class X TKRO 3 SMKN 1 Bulakamba in the even semester of the 2021/2022 academic year. This research is a classroom action research conducted in two cycles, where each cycle consists of four stages, namely: planning, action, observing and reflecting. The learning in the first cycle was carried out by blended learning with a flipped classroom, in the second cycle was carried out by blended learning with a flipped classroom using a contextual teaching and learning approach. Sources of data were obtained from 36 students of class X TKRO 3, learning motivation data was obtained from questionnaires via google form, while learning outcomes data were obtained from formative test and worksheet. Analyzing data using Microsoft Excel 2010. The results showed that students who had high and very high learning motivation were 22 students in the initial conditions, 29 students in the first cycle and 33 students in the second cycle or learning motivation increased by 31.8% in the first cycle and increased by 13.8% in the second cycle. While the average value in the initial conditions was 79 with learning completeness of 72.2%, the average value in the first cycle was 81 with learning completeness of 77.8%, and the average value in the second cycle was 82 with completeness learning by 91.7% or the average value increased by 2.53% in the first cycle and increased by 2.47% in the second cycle while learning completeness increased by 7.76% in the first cycle and increased by 17.9% in the first cycle.