Improving Elementary Students Conceptual Understanding on Science through In-Blended Learning Yuyu Hendawati, Suko Pratomo, Fitri Nuraeni, Rahmatia Nuraisah
Universitas Pendidikan Indonesia
Abstract
Students were often struggled to acquire conceptual understanding about science topic due to ineffective use of time during the lesson. A learning model combining inquiry learning and blended learning that is called as In-Blended learning might be the solution to this problem. Through one group pretest-posttest design, this study aims to investigate the impact of In-Blended learning towards students’ conceptual understanding. Four fifth grader of elementary school in Kertamukti area participated in the study. Results suggest that after the implementation of In-Blended learning, students’ conceptual understanding in all indicators are improved by N-gain value as much as 0.75 for explaining, 0.66 for classifying and 0.54 for exemplifying. In addition, 98.6% correlation value imply that the implementation of In-Blended learning significantly impact students’ conceptual understanding.
