Teaching Learning Model Research Articles

Developing a traditional game-based physical education learning model to improve students' physical fitness: content validity

Background: This study aimed to develop a physical education learning model based on traditional games. The research method employed was Research and Development (R&D), with the ADDIE model development method. This study included five material experts who are certified physical education teachers. The research is divided into three stages: qualitatively analyzing documents in the form of a review of relevant literature, followed by field observations and interviews that rationalize the problem so that it may be utilized to develop a learning model. Materials and methods: Researchers established a physical education learning model based on traditional games for improving physical fitness and a questionnaire to be presented to experts as an instrument. Results: Researchers validated their findings with five experts using the Delphi technique. The study's findings demonstrate that the overall content validity of each statement item is greater than 0.79, indicating that all statement items fit the criteria. Overall, the average score was 0.96. Conclusion: According to Aiken's validity, the physical education learning model based on traditional games to increase students' physical fitness can be implemented at the elementary school level.

Theory of higher education learning

PurposeThis study proposes the theory of higher education learning (THEL). The theory argues that certain concepts are difficult to understand, so learners and instructors should consider common factors that will enhance learners’ understanding of key concepts that are difficult to comprehend across various fields of study. The components of this theory have been tested in three different fields (public administration, entrepreneurship and chemistry) in separate studies in Ghana, Nigeria and Burundi within a five-year span to validate their applicability to higher education learning.Design/methodology/approachThe design covers empirical, philosophical and theoretical discussions and comparative studies of other researchers and the authors’ work and thinking.FindingsThis theory proposes five variables (gender, age, opportunity, instructor knowledge and instructor confidence) that address students’ difficulty in understanding concepts in higher education learning. These factors are premised on six assumptions: (1) gender orientation must be either male or female; (2) age must be consistent with the parameter set; (3) there must be learners’ desire to study the same subject after school; (4) there must be an institution offering further studies on the same subject; (5) the instructor might have understood the subject in his/her official training, experience or practice and (6) the instructor must demonstrate certainty, accuracy, verifiability and reliability in the transfer of knowledge to the learners. Given these assumptions, the uniqueness of this theory lies in its application of the five variables to solve challenges uniquely related to studies in higher education.Originality/valueThis theory will incite debate and provide further insights into higher education learning models. The novelty lies in the five prepositions proven to enhance effective teaching and learning in higher education. Specifically, it introduces an extension to Piaget’s cognitive constructivist theory by proposing higher age brackets for students at the university level, opportunity (for future studies) to close the gap in Ausubul’s theory of advance organizers and endogenous factors to bridge the gap in Okebukola’s culturo-techno-contextual approach.

Effectiveness and Practicality of Islamic-oriented Cooperative Learning Model in Private and State Islamic Higher Education in South and West Sulawesi, Indonesia

Aims: The Islamic-oriented Cooperative Learning Model for Improving Islamic Education Learning Outcomes is based on a number of problems in the praxis of learning Islamic education at the Faculty of Tarbiyah and Teacher Training UIN Alauddin Makassar and STAI DDI Majene, namely student learning outcomes that are not optimal, learning motivation being, learning has not described active, creative and fun learning. Testing the effectiveness and practicality of this model through research activities aims to describe and analyze: (1) the level of effectiveness of applying the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene; (2) the level of practicality of applying the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene; and (3) the reality of implementing the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene. Methodology: This research is a type of development research that examines the results of developing Islamic-oriented cooperative learning models, which are expected to improve student learning outcomes in Islamic education courses. This research was conducted at the Tarbiyah and Teacher Training Faculties of UIN Alauddin Makassar and STAI DDI Majene. The subjects of this study were 32 Class C English Education Study Program students and 35 Class A Madrasah Ibtidaiyyah Teacher Education Study Program, and 16 STAI DDI students. Data collection methods vii namely: observation, questionnaires and learning achievement tests. Data analysis technique using Percentage of Agreements and Normalized N Gain. Results: The results of the study show: (1) an analysis of the effectiveness of applying the Islamic-oriented cooperative learning model through the course of Islamic Education at UIN Alauddin and STAI DDI Majene, based on the results of the N Normalized Gain analysis is in the medium category, so that it can be seen as fulfilling the effective requirements in its application through learning Islamic education science; (2) practical analysis of the application of the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, based on the results of the Normalized N Gain analysis in the very good category, so that it can be seen as fulfilling practical requirements in its application through learning Islamic education; and (3) the reality of implementing the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, is in the very good category. Conclusion: The implications of this research show: (1) there is an increase in student learning outcomes through Islamic Education courses at UIN Alauddin and STAI DDI Majene; (2) there was a positive response from lecturers and students as the main actors of Islamic-oriented cooperative learning through Islamic Education courses at UIN Alauddin and STAI DDI Majene; and (3) the application of an Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, which can be used in tertiary institutions, is easy and practical to use. Thus, this model can be used as an alternative choice in learning activities, especially if lecturers or students want to build activeness and success in their learning.

Integrasi Kearifan Lokal dalam Model Pembelajaran PAUD di Tenggarong

This study aims to describe the integration of local wisdom of Kutai culture in the learning model in Early Childhood Education, especially in kindergarten 02 Tenggarong. Using a descriptive qualitative approach, this study explores the application of Kutai cultural values in learning activities to strengthen children's cultural identity, character, and understanding of local cultural heritage. The focus of the research includes the implementation and challenges faced by teachers in integrating Kutai culture into the PAUD curriculum. Data collection is carried out through interviews, observations, and documentation by involving teachers and principals as the main informants. The data analysis technique uses a four-stage model, namely data collection, data condensation, data presentation, and conclusion drawn. The results of the study showed that the integration of local wisdom was carried out through various activities, such as the introduction of the jepen dance, the introduction of Erau traditional ceremonies, making dragon replicas, ornaments of hornbill hats, beseprah traditions, visits to the Mulawarman Museum, the introduction of cakes and traditional games in the learning process. This strategy not only improves children's understanding of local culture but also strengthens the skills of cognitive, motor, and social-emotional aspects in children. The main challenge in this implementation is the lack of structured references or guidelines regarding local culture-based learning, but it can be overcome with collaboration between schools and the community

The development and effects of a social constructivist approach in an interprofessional discomfort care online education program

BackgroundThe importance of interprofessional education (IPE) programs is increasing due to the complexity and multidimensional aspects of discomfort in long-term care facilities (LTCFs). The social constructivist approach, which is helpful in IPE, has received considerable attention in education. This study aimed to develop and identify the effects of an interprofessional discomfort management online education program using a social constructivist approach.MethodsUsing the Network-Based Instructional System Design model, five steps were employed for online educational program development: analysis, design, production, implementation, and evaluation. We modified the framework of interprofessional discomfort care and a C3 (case-based, collaborative, and contextual learning) instructional model to construct the program. The study used a non-equivalent control group pre-post-test design with 54 interprofessional participants from four LTCFs.ResultsThe pre-post outcomes were statistically significant for proactivity in problem-solving (t = − 2.244, p = 0.030), team outcomes (t = − 2.457, p = 0.017), and transactive memory system (t = − 3.229, p = 0.002). The results of the learners’ educational program-related satisfaction were as follows: overall degree of satisfaction, 3.67 ± 0.67; difficulty, 3.56 ± 0.82; suitability for practice, 3.83 ± 0.64, content, 3.69 ± 0.75; and educational method, 3.46 ± 0.86.ConclusionsThese findings support the effectiveness of the social constructivist approach education program for the awareness of discomfort care in LTCF healthcare professionals and can contribute to the improvement of IPE.

Application of the Contextual Teaching and Learning (CTL) Learning Model with the Help of Quizizz as an Evaluation Media in Improving Problem Solving Ability

<p>Literacy and numeracy in physics are still lacking which is dominated by teachers and is always considered difficult by SMA Negeri 1 Blangkejeren students, The purpose of this study was to determine the Contextual Teaching and Learning (CTL) and Quizizz learning models can improve students' problem solving skills on momentum and impulse material. The method used in this research is the Quasy experiment method with a quantitative approach and the research design is Nonequivalent Control Group Design. This research was carried out by giving a pretest-posttest class. By cluster random sampling techniques, so the samples determined were class X. The number of samples per class is 27 students. The research measurement tools used in the study were RPP and LKPD that had been prepared containing several steps of the CTL learning model that were to be realized in the teaching and learning process as well as test questions to obtain data related to the results of students' problem-solving abilities. The tests that were prepared in the form of questions included 13 questions based on ability indicators based on Bloom's Taxonomy including C1 (understanding) to C5 (evaluating). The test data provided were the average pre-test and post-test scores CTL (Contextual Teaching and Learning) learning with Quizizz evaluation media provides better results than using conventional learning models, with game-shaped questions and scores making SMA Negeri 1 Blangkejeren students compete to get better scores.</p>

Problem-based learning on the WeChat public platform in radiation oncology residency training programs

PurposeThis study explored the effectiveness of a Problem-based Learning (PBL) teaching model on the WeChat public platform for radiation oncology residency training programs.Materials and methodsThe WeChat PBL program was initiated in 2019. The study recruited student participants, on a voluntary basis, who were in their first and second years of standardized training in radiation oncology. We selected classic and trending issues in radiation oncology as the two main teaching topics. Students in the PBL group searched for relevant literature, summarizing PowerPoint presentations or academic speeches on specific issues published on the professional WeChat public platform after an in-depth review by teachers. The final national standardized training examination scores for resident physicians were used to evaluate teaching effectiveness. The graduation scores of the PBL and non-PBL groups were compared, and a stratified analysis was conducted based on the year of participation to assess the teaching effectiveness of this model. Moreover, questionnaires were administered to evaluate students’ experiences.ResultsAmong the 36 students who joined the study in 2019, 16 (44.0%) voluntarily joined the PBL teaching group. Nine students started teaching PBL in their first year of residency, accounting for 47.4% of that year, and seven started in their second year, accounting for 41.2%. The average graduation scores of the PBL group were superior to those of the non-PBL-focused group for the same grade. The rate of high scores among students in the PBL group (56.3%) was higher than that of students in the non-PBL group (25%). Specifically, first-year residents who joined the PBL group had an average score of 92.3 ± 2.2, significantly higher than their non-PBL counterparts, who scored an average of 88.6 ± 4.6, showing a statistically significant advantage (p = 0.042). All students were satisfied with the PBL WeChat teaching and would recommend the PBL WeChat course to others.ConclusionThe PBL residency teaching model on the WeChat platform improved residency scores and garnered student satisfaction.

Influence of outdoor education learning models and mental toughness on cardiorespiratory fitness levels

Influence of outdoor education learning models and mental toughness on cardiorespiratory fitness levels

The Effectivity of the PBL Model in Learning Outcomes Analyzing Variations Basketball Playing Skills for Class X SMAN 7 in Central Maluku Regency

This study aims to analyze the ability of Physical Education and Sports Health teachers using the Problem-based learning model to improve basketball playing skills of class X-IPA1 High School 7, Central Maluku. This research is descriptive with a qualitative approach. The research participants were Physical Education and Sports Health teachers at class X. The data collection techniques used were; (1) observation; uses innovative learning assessment format of 19 assessment indicators, (2) interviews, (3) documentation, and (4) triangulation. To analyze data, use the model qualitative analysis technique from Milles and Huberman. This research produces several points: (1) The average ability of subjects to utilize problem-based learning in Physical Education, Sports, and Health, especially the material analyzing variations in basketball playing skills, is 69,47%, so it is in the “Good” category. (2) Based on 19 innovative learning assessment indicators, the results were as follows: (a) The best category had 5% or only 1 indicator, (b) the “Good” category had 42% or 8 indicators, (c) the “Sufficient” category had 48% or 9 indicators, (d) “Poor” category of 5% or 1 indicator. Even though the subject’s ability is in the average category, there is 1 indicator in the “poor” category. In conclusion, (1) the research subjects were not optimal in implementing the problem-based learning model in learning Physical Education, Sports, and Health, especially the material analyzing variations in Basketball Playing Skills. (2) Subjects have not activated the ability to analyze variations in students’ skills in practical activities in the field. (3) Participants had not carried out assessments of learning processes. Keywords: effectivity, PBL, learning outcomes

The Development of Basketball Learning Activities and Basketball Abilities Using Gamification Teaching Model for Advanced Vocational Student

Background and Aims The gamification teaching mode is a teaching method that integrates game elements into the teaching process. It stimulates students' enthusiasm and initiative and improves learning by creating a challenging and interesting play environment. In physical education teaching, the gamification teaching mode has been widely used, especially in improving students' basketball dribbling ability. Vocational students refer to those students who receive vocational education, and their learning goals pay more attention to the cultivation of practical skills and the improvement of application ability. As a common sport, basketball has important practical significance for higher vocational students. However, traditional basketball dribbling teaching is often based on technical training, which lacks enough interest and motivation, which can easily lead to the decline of students' learning interest and learning effect. Thus, the purposes of this study were 1) To develop learning activities for the gamification teaching model for the basketball course. 2)To compare basketball abilities using the gamification teaching model between the test and the post-test. And 3) To study student satisfaction with the gamification teaching model of the basketball course. Materials and Methods: The sample included 50 first-year students from Luzhou Medical Device Vocational College. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, basketball ability tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1）The development of a gamification teaching model for the basketball course has an average suitability value for all plans equal to 4.38, which is at a high level. 2Students who studied using gamification teaching model learning activities had higher abilities of basketball post-test than pre-test at a statistical significance of.05 and 3）Students who learned using the gamification teaching model had overall satisfaction at a very high level. Conclusion: The basketball course's gamification teaching approach proved to be a highly appropriate and successful one, greatly enhancing students' post-test performance and generating exceptionally high levels of student satisfaction. According to the study, gamification can improve learning outcomes and increase student engagement in the classroom.

국악 교육에서의 PBL 모형을 적용한 메타버스 국악공연 제작연구

This study aimed to develop students' self-directed problem-solving abilities and explore new possibilities for producing Korean traditional music performances in the metaverse by applying the Problem-Based Learning (PBL) model in Korean traditional music education. The PBL teaching-learning process was structured into five stages: encountering the problem, planning for problem-solving, exploring and re-exploring, devising solutions, and presenting and evaluating. Through the process of planning and producing a Korean traditional music performance, students were encouraged to solve problems independently, and they carried out the performances they created using the metaverse platform 'ifland.' The results of the study showed that the production of metaverse Korean traditional music performances, using the PBL model, significantly improved students' self-directed learning abilities and collaborative learning skills. Furthermore, it confirmed the potential of Korean traditional music education within the metaverse environment. This study suggests that the application of the PBL model to the production of metaverse Korean traditional music performances can contribute to the modernization of Korean traditional music education and the advancement of educational methodologies. It also emphasizes the need to expand the use of digital platforms in Korean traditional music education in the future.

Proposing a course schedule for architectural basic design studio guided by Bloom’s Revised Taxonomy

The article moves away from the traditional architectural basic design education methods and approaches it within the framework of the discipline of educational sciences and learning models. The multi-layered education structure transforms into a new learning field under the guidance of Bloom's Revised Taxonomy, which proposes a course schedule for the architectural basic design studio. Taxonomy allowed us to discover the reflections and effectiveness of the interdisciplinary structure of architecture and design in the educational process and to be instrumentalized and used in the context of basic design education. The course schedule proposal presents a flexible schedule outline with the example of an interdisciplinary studio schedule. The trial created within the scope of this study can be appropriately organized for different Ecoles, schools, and values. The paper is significant for its interdisciplinary nature and develops a new discourse using Bloom's Revised Taxonomy. Using Bloom's Revised Taxonomy as a method in the studio has led to a paradigm shift in methodology.

The influence of learning models and learning motivation in improving social skills of vocational high school students in physical education

This study aims. (1) Differences in the effect of STAD learning model and peer teaching in improving social skills of vocational high school students. (2) Differences in the effect of high learning motivation and low learning motivation in improving social skills of vocational high school students. (3) Interaction between STAD learning model, peer teaching, and learning motivation in improving social skills of high school students. Material dan methods. This type of research is a quasi-experiment using a 2 x 2 factorial design. The subjects in this study were students at State Vocational High School Depok, totaling 20 students. Results. (1) Based on the results of the study, there is a significant difference in the effect between the STAD learning model and peer teaching in improving the social skills of vocational high students with a p significance value of 0.000. The peer teaching learning model group is higher (better) than the STAD learning model. (2) Based on the results of the study, there is a significant difference in the influence of high learning motivation and low learning motivation on students’ social skills, as evidenced by a p-value of 0.004. Students who have a high level of learning motivation have better social skills than students who have a low level of learning motivation. (3) Based on the results of the study, there is a significant interaction between STAD learning model and peer teaching with learning motivation in improving social skills of vocational high school students with a significance p of 0.000. Conclusions. Research on the effect of STAD learning and peer teaching models in improving social skills of vocational high school students in physical education has a significant positive impact on improving social skills of vocational high school students and has important implications for the development of education at the vocational high school.

Differentiated National Education: Impact on Elementary Students' Nationalistic Insight

The lack of nationalistic insight among elementary school students served as the driving force for this study. This led to the creation of a differentiated nationalistic education learning model based on social and emotional learning that needed to be tested for effectiveness. This study sought to ascertain how elementary school children's nationalistic insight was impacted by a differentiated national education learning model based on social and emotional learning. Two hundred elementary school pupils participated in this quasi-experimental study. Test questions were used to examine nationalistic insight. The Jamovi application was used to examine the measurement findings using an independent sample for the t-test. According to the findings, students who participated in differentiated nationalistic education based on social and emotional learning and those who attended conventional nationalistic education differed significantly in their nationalistic understanding. This finding demonstrated the impact of a differentiated national education learning model based on social and emotional learning on primary school students' nationalistic insight. Elementary school teachers should use this research's implications as a guide to help students develop a nationalistic insight

Teaching Self-Regulated Learning Through Reflective Writing: Experiences of First-Year Medical Students With the Master Adaptive Learner Model.

In recent years, the Master Adaptive Learner (MAL) model has received widespread attention as a self-regulated learning (SRL) model in medical education. Yet, little research has been done on exploringthe benefits of explicitly teaching this model to undergraduate medical students. We taught this model in a required social science course to first-year medical students at the California University of Science and Medicine. Education was delivered via three two-hour sessions, each involving one hour of didactic presentation followed by one hour of small group discussion. Students then applied the model through a series of six structured reflection essays. After this intervention, we deployed a survey to understand student responses to using the MALmodel. The majority of respondents indicated that the MAL model increased their self-awareness and intentionality in learning. Students also attested that itincreased the depth and breadth of learning about self-identified learning gaps. This study suggests that the MALis an effective SRLmodel to promote metacognition and depth of learning in undergraduate medical students.

Model Pembelajaran Pendidikan Agama Islam dalam Meningkatkan Karakter Religius Siswa di SMA Negeri 1 Rancabungur

Religious character is one of the characters that needs to be developed in every student to instill good behavior in accordance with the path that has been guided in the Al-Quran and Hadith. This research is limited by focusing this research on Islamic Religious Education learning models and the curriculum implemented by schools in improving students' religious character. This research uses a qualitative approach. The subjects of this research were school principals, school principals, PAI teaching staff and staff. The data collection was carried out by sourced from several PAI learning documents available at the school, as well as interviews with parties related to PAI learning, and researcher observations with field observations of the process of implementing PAI learning at SMA Negeri 1 Rancabungur. The results of the research show that improving the quality of learning begins with planning before learning, there is reciting of al-Quran, the learning process emphasizes student activity. PAI learning cannot be separated from the lecture method, PAI learning model with various variations using the inquiry learning model, in an effort to provide quality student learning with expository, cooperative learning. In addition to providing varied learning methods, teachers also provide guidance, habituation, advice, motivation and uswatun hasanah or role models. Implementation: First, the process of providing religious understanding to students. Second, holding religious activities. Third continuous supervision. Supporting and inhibiting factors include the following: Supporting Factors, First, parents, Second, school facilities and resources, Third, Example. The inhibiting factors include: Internal factors include students who do not have a strong will to carry out activities of a religious character. Meanwhile, external factors, from teachers and parents, and finally environmental factors.

Academic Stress and Satisfaction with the Teaching-Learning Model: The Mediating Role of Social Provisions in Social Work Students

ABSTRACT The social and health crisis provoked by the COVID-19 pandemic and its repercussions in teaching-learning models have had an impact on the academic experience of university students. The object of the present study was to examine the direct and indirect relations existing between perceived academic stress, perceived social provisions, and satisfaction with the new teaching-learning model. The study participants were 619 students of the Faculty of Social Work of Complutense University of Madrid (87.7% female, 12.3% male), mean age 21.24 years. A structural equation model was calculated which confirmed that satisfaction with the teaching-learning model was indirectly related with academic stress through social provisions. The interactive reciprocal relations between academic satisfaction, academic stress, and social provisions are discussed on the basis of the theoretical and empirical evidence available.

Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar dalam Sub Materi Media Sosial di Kelas VII pada SMP Negeri 2 Darma

The low learning outcomes of Information Engineering (ICT) students in grade VII of SMP Negeri 2 Darma are caused by several factors, including students who are less motivated to learn ICT and also the factor of teachers who still use conventional methods or lecture methods so that in the teaching and learning process students tend to be passive. This study aims to find out whether there is an influence of the Contextual Teaching and Learning (CTL) learning model on learning outcomes in social media sub-material in grade VII at SMP Negeri 2 Darma. The research approach used is a quantitative approach with an experimental research design type. The population in this study is 35 students with a sample of grade VII of SMP Negeri 2 Darma. The data collection technique uses a test. Data analysis using t-test. The results of the study showed that the pretest results had a mean of 46.42 and a posttest result of 68.71. Contextual Teaching and Learning (CTL) learning media has an influence on the learning outcomes of information technology (ICT) social media sub-materials. This is shown from the results of data analysis that the value of, t count = 10.911 > t table = 2.650, so that the hypothesis proposed in the study is accepted, so that there is an influence of the Contextual Teaching and Learning (CTL) learning model on learning outcomes in social media sub-material in grade VII at SMP Negeri 2 Darma

Ghana Citizenship Education: A Review from the Perspective of National Education Policy and Learning Models

This study aims to find out the perspective of national education policy and learning model of civic education in Ghana. This research uses a qualitative approach with a literature study method. The references in this study are divided into two, first, primary, namely journal articles that have high validity. Second, secondary, namely books and documents as an effort to minimize errors that are conceptual, procedural and praxis. Data analysis is gradual, namely, reduction, data display and verification. Civic education in Ghana begins at the primary level and continues through to tertiary education. The government of Ghana considers civic education an integral part of the national education system and has introduced policies and programs to strengthen civic teaching and learning throughout the education system. At the primary level, civic education is taught through social studies subjects, while at the secondary and tertiary levels it is provided as a separate subject. The Ghanaian government has also developed teaching materials and curricula dedicated to civic education, as well as conducted teacher training in integrating civic teaching into the curriculum and classroom activities. The teaching and learning model of Civic Education in Ghana emphasizes the local peaceful cultural and social context. The aim is to strengthen the values of cultural traditions and local wisdom that exist there.

EFFECT OF BLENDED LEARNING EDUCATIONAL MODEL ON SECONDARY SCHOOL STUDENTS’ MATHEMATICS CONCEPTUAL UNDERSTANDING

The study was conducted to assess the effect of a blended learning educational model on grade ten students' mathematics conceptual understanding in Ethiopia. A non-equivalent pre-test and post-test quasi-experimental design was employed. Two intact classes from different schools were randomly selected and assigned to experimental (n=38) and comparison group (n=45). From the previous semester, students’ record book revealed that both groups have almost an equivalent mathematics performance. A one-way ANOVA and paired sample t-test were used to analyze the data. Moreover, to check the equivalence of the groups, the same pre-test was developed and administered. The result indicates that both groups were equivalent. The test covers tenth-grade topics relations and functions, polynomial functions, exponential functions, and logarithmic functions. The study shows that students instructed through the blended learning approach surpassed those taught via the conventional method in their comprehension of mathematical concepts. The one-way ANOVA statistical result revealed there is a notable disparity between groups with effect size of η2 =.269, which is a large effect size. Moreover, a paired sample t-test shows the experimental group showed a substantial mean difference of 14.327 with a very large effect size (d=1.016) when compared with the comparison group. Thus, the study shows that blended learning was more effective in improving mathematical conceptual understanding when compared with a conventional method of teaching. Based on the findings, the researcher recommends blended learning in mathematics education and suggests stakeholders and policymakers incorporate the model into the curriculum. Keywords: blended learning, conceptual understanding, educational model, lab rotation model, mathematical concept