LAUSR

Abstract The aims of this study were to determine: (1) the differences in learning outcome between Blended Learning based on Schoology and Problem-Based Learning, (2) the differences in learning outcome between students with prior knowledge of high, medium, and low, and (3) the interaction between Blended Learning based on Schoology and prior knowledge to the learning outcome. This type research was quasi-experimental with research subjects as many as 64 students were determined by random sampling assignment. The data collection technique used multiple-choice tests. The obtained data were analyzed by two-way ANOVA. The results of this study revealed that: (1) there was significant differences in learning outcome between Blended Learning based on Schoology and Problem-Based Learning (sig p = 0.000 < α = 0.05), (2) there were significant differences in learning outcome between students with high, medium, and low prior knowledge (sig p = 0.000 < α = 0.05), and (3) there was no interaction between Blended Learning based on Schoology and prior knowledge to the learning outcome (sig p = 0.196 > α = 0.05).