Development of Learning Achievement with CIPPA Model Teaching Techniques: The Integration of Lecture and Online Teaching
Keywords:
CIPPA Model, Learning achievement, Lecture, Online teachingAbstract
This research objective is to compare the learning achievement of students enrolled in an ASEAN political course between pre-study and post-study, who studied using the CIPPA Model teaching technique. Purposive samples of 44 students in the third year and were studying in the course of Political Science and Governance in Southeast Asia. Research tools used in the study consisted of 1) a lesson plan in the Southeast Asian Politics and Governance course, and 2) an analytical learning achievement test. The results are discussed using descriptive statistics. The pre-study and post-study test scores were compared using the t-test formula and statistics to prove the hypothesis.
The research results showed that from the comparison of pre and post test scores, it was found that the t-test statistic had a Sig. (2-tailed) value of .000, which was less than the statistical significance level of .05. It could explain that when students are taught with CIPPA Model teaching techniques that combine lecture-style teaching with online teaching, retention improves. In addition, there was a statistically significant increase in the post-test score at .05. The hypothesis was accepted, that is, students who were taught with CIPPA Model teaching techniques that combined lecture-based teaching with online teaching have higher academic achievement.
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