In case of computer practical class performing in computer lab, Academic Achievement can be different between students from such conditions like living environment, understanding level, computer skills. But, in speciality of practical class, it's very hard to accomplished to all of the students in same class to same rate of progress because if student could not follow class in progress, hard to catch up without support from teacher or fellow students. In order to educate multiple students by single teacher, Differentiated Class model needs to Computer practical class.
In this research, attempt to find effects from Differentiated Class based on Blended Learning applied by Cognitive Apprenticeship Theory to Academic Achievement and Self-efficacy. Design Differentiated Class based on Blended Learning applied by Cognitive Apprenticeship Theory and applied to computer practical class for learning spreadsheet in highschool.
Compare control group(SD=11.42, M=90.44)) with experimental group(SD=11.42, M=80.24), experimental group has merit in Academic Achievements and less differences between group members(t=2.182, p<0.05). And also experimental group has reached more group members to Academic Achievement(x2= 5.141, p<0.05).
Through all over the research, it shows benefits and positive effects through using Differentiated Class based on Blended Learning applied by Cognitive Apprenticeship Theory in the field of Computer practice class on highschool.
But, Differentiated Class based on Blended learning applied by Cognitive Apprenticeship Theory can not effects in Self-efficacy.