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

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.


INTRODUCTION
One of the government's steps to break the chain of transmission COVID-19 is to implement a social distancing policy, where people must carry out all their activities at home, such as working, studying, including worship.The implementation of this social distancing policy clearly has an impact on all sectors of life, including the education sector.
Teaching and learning activities are forced to be carried out using a remote system.Since the beginning of March 2020, learning that was previously carried out face-to-face in class must be changed to a distance learning system based on the internet (online) which forces teachers and students to not be able to meet each other face to face.
Distance learning during the covid-19 pandemic was caused by various responses and changes in the learning system that could affect the learning process and the level of development of students in responding to the material presented [1].
To streamline the learning process carried out, you can use learning media technology in the form of platforms such as Google classroom, E-learning, Youtube, WhatsApp Group (WAG), Edmodo, Zoom, Googlemeet and other platforms that are able to support learning facilities from home [2].
However, in the implementation of distance learning, it is not fully implemented and runs well as expected, there are several obstacles/obstacles encountered in the field such as facilities and infrastructure barriers that are less supportive for the use of learning technology, the readiness of teachers, parents and students in the implementation of learning and characteristics different learners.
The quality of learning is the impact caused by conditions like this, where teachers and students can initially communicate and interact directly in the classroom, but currently the interaction is limited to virtual spaces.
Problems that occur during distance learning include students finding it difficult to understand the learning material delivered by the teacher, students not feeling motivated to learn, students not mastering learning well.
Efforts to overcome these problems, namely the teacher must be able to find other learning methods so that students can understand the material presented by the teacher so that students can master the learning material that is carried out properly and students can also be motivated to learn even though learning is done online [3].Learning that is lacking in involving students to be active will cause students not to be able to use their abilities optimally in solving their problems [4].
Restrictions on learning activities make students' level of understanding of the material decrease, because alternatives to involving online learning media experience obstacles including the unpreparedness of teachers in using media, inadequate network access, availability of quotas, limited ownership of smartphones, lack of parental assistance, and lack of experience. in online class management [5].By being faced with the current conditions, the teacher must be able to Volume 7, Number  with various learning style [11].

Contextual Teaching and Learning
(CTL) is a learning concept that helps teachers relate the material they learn to students' realworld situations and encourages students to make connections between their knowledge and its application in everyday life [12].
Contextual approach is a learning approach designed to help students solve problems by  multiple choice questions and is done online at home using a google form (for assessing the knowledge aspect) while the worksheet is done on A4 drawing paper at school (for assessing the skills aspect).Meanwhile, data on learning motivation was collected using a questionnaire containing questions as a research instrument.Questionnaire is a method of collecting data for respondents to be answered by giving several questions [14].
The way to collect data is by distributing questionnaires to pre-determined research subjects, which are given to respondents online via the internet using a google form.This questionnaire technique is efficient and feasible to apply for a fairly large number of respondents spread over a wide area.Then the researcher asked the subject's willingness to be a respondent in this study.The   Classroom facilitates students to learn in a way that they think is easy and makes it easy for teachers to deliver learning materials [16].
The following shows the grouping of descriptive statistical results of students' learning motivation from the respondents' questionnaires before the action (pre-cycle), after the first action (cycle I) and after the second action (cycle II).Meanwhile, the frequency for the learning motivation category for each condition is as follows:      average score of 5.96 [18].
From these data, information can also be obtained that the contextual teaching and learning approach in learning can increase students' motivation and learning outcomes.
This agrees with research by Selvianiresa and Prabawanto which states that the contextual teaching and learning (CTL) approach can be successful, when learning uses collaborative interactions with students, high activity levels in lessons, connections to real-world contexts, and integration of science content with content.other and skill areas [19].
Another study conducted by Pidia Guino concluded that the application of contextual teaching and learning (CTL) learning with optimal learning strategies and the use of appropriate media can also improve student learning outcomes.From the student learning outcomes test there was a significant increase where in the first cycle the posttest results were 18 students (60%) who finished studying.In the second cycle, a total of 27 The reasons why the flipped classroom learning model is used are as follows; (a) Efficient use of class time, (b) more active learning opportunities for students, (c) increasing one-on-one interaction between students and teachers (d) student responsibilities for learning, and (e) dealing connecting the lessons learned with the context of everyday life.One component of contextual learning is modeling where in the Volume 7, Number 1, May 2022 ISSN 2528-2611, e-ISSN 2528-2700 learning process demonstrate/present something as an example that can be imitated by every student [13].So it can be concluded that bladed learning with flipped classrooms through a contextual teaching and learning approach is a learning method that combines face-to-face meetings in class with online/online meetings where before face-to-face offline learning in class is carried out, students first study the subject matter at home that has been delivered.previously online according to the tasks and instructions given by the teacher (viewing videos, listening to audio, reading books or doing worksheets) then at face-toface meetings the teacher and students hold learning interactions according to the material that students have previously studied with a contextual approach using the model as examples that can be imitated by students.The purpose of this study was to determine the increase in learning motivation and improve learning outcomes of Engineering Drawing Lessons on the Orthogonal Projection material.RESEARCH METHOD This research is an action research conducted in 2 (two) cycles, where each cycle consists of four stages, namely: planning, action, observing and reflecting.Learning in the first cycle was carried out by blended learning with a flipped classroom, while the learning in the second cycle was carried out by blended learning with a flipped classroom sing a contextual teaching and learning approach.

Figure 1 . 3 SMK Negeri 1 Volume 7 ,
Figure 1.Action scenario chart This research was conducted from January to March 2022 in the even semester of the 2021/2022 academic year.The subjects of this study were students of class X TKRO 3 SMK Negeri 1 Bulakamba Brebes in the even semester of the 2021/2022 academic year, totaling 36 students with 30 (thirty) male students and 6 (six) female students.While the object of this research is about learning motivation and student learning outcomes in the Engineering Drawing subject on the orthogonal projection material.The data sources in this study consisted of a list of formative test, a list of worksheets and a questionnaire on learning motivation.The tools used to collect data in this study were formative tests and worksheets (to analyze learning outcomes) and a learning motivation questionnaire (to analyze learning motivation).The formative test uses 20 motivation questionnaire was made using a Likert scale.Likert scale is a scale used to measure perceptions, attitudes or opinions of a person or group regarding an event or social phenomenon, based on operational definitions that have been set by the researcher [15].This scale is a psychometric scale that is commonly applied in questionnaires and is most often used for research in the form of surveys, including in descriptive survey research.The originator and creator of the Likert scale is Rensis Likert from the United States who published a report explaining its use.With a Likert scale, the variables to be measured are translated into variable indicators.Then the indicator is used as a starting point for compiling instrument items which can be in the form of statements or questions.The answer to each instrument that uses a Likert scale has a graduation from very positive to very negative in the form of words.The alternative answers in the Likert scale used were scored as follows: After the answers from the respondents were collected, the data was then processed using Microsoft Excel and analyzed using qualitative descriptive by comparing the results of the questionnaires.The value of knowledge in the form of formative test results and the value of skills in the form of the results of the assessment of worksheet work are percentages to get the final score.Where the weight of the knowledge value is 40% and the weight of the skill value is 60%.The final score was then analyzed using Microsoft Excel and analyzed using quantitative descriptive by comparing the results of the final score.The results of the questionnaire analysis of learning motivation and learning outcomes in first cycle were compared with the initial conditions then the results of the analysis of learning motivation and learning outcomes in second cycle were compared with the results of the questionnaire analysis of learning motivation and learning outcomes in first cycle.Volume 7, Number 1, May 2022 ISSN 2528-2611, e-ISSN 2528-2700 and resistance to behavior that comes from within students and from outside to increase understanding and knowledge.Efforts to increase student motivation, apart from within (intrinsic) students, teachers must also seek from outside (extrinsic) students, one of which is through the application of the flipped classroom learning model so that students feel more enthusiastic and enthusiastic in participating in learning in class because they are flipped.

From
the data above, it can be seen that there was an average increase in learning motivation from 147 in the pre-cycle conditions to 150 in the first cycle conditions and increased to 153 in the second cycle conditions.An increase also occurred in the acquisition of the maximum score from 173 in the pre-cycle condition, increasing to 174 in the condition of the first cycle and increasing to 175 in the condition of the second cycle, while the minimum score also increased from 97 in the pre-cycle condition, increasing to 100 in the condition of the first cycle and increased to 105 in cycle II conditions.
and low motivation decreased to 3 (three) students.

Figure 2 .
Figure 2. Learning motivation for each student condition Analysis of Learning Outcomes The following shows the grouping of descriptive statistical results of student learning outcomes from formative test results and worksheets on conditions before the action (pre-cycle), after the first action (cycle I) and after the second action (cycle II).The application of blended learning with flipped classroom learning through a contextual teaching and learning approach in limited face-to-face learning during the Covid-19 pandemic can motivate learning and

Figure 3 .
Figure 3. Learning outcomes for each student condition Research conducted by Wahyudin, et al also showed similar results that; (a) the learning process using the blended learning model of the flipped classroom in the Department of Automotive Engineering Education, Faculty of Engineering, State University of Makassar in the academic year 2020/2021 in the vocational learning strategy course is in the high category with a figure of 92.06%;(b) student learning outcomes after the application of blended learning model flipped classroom in the Department of Automotive Engineering Education Faculty of Engineering Makassar State University for the academic year 2020/2021 in the vocational learning strategy course is in the high category with an average score of 73.19; (3) student responses to the application of the flipped classroom blended learning model in the Department of Automotive Engineering Education, Faculty of Engineering, Makassar State University for the academic year 2020/2021 in the vocational learning strategy course in the very good category with an

Table 2 .
Statistical data on learning motivation

Table 3 .
The results of the analysis of learning motivation