The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students' Learning Outcomes

This study aimed to investigate: 1) the influence of 4C learning model on students' learning outcomes in the philosophy of science course, 2) the influence of academic capability on students' learning outcomes in the philosophy of science course, and 3) the interaction between 4C learning model and academic capability on the students' learning outcomes in the philosophy of science course, in cognitive, psychomotor, and affective domains at UIN Walisongo Semarang academic year of 2019/2020. This study was a quasi-experimental research with 2x3 factorial design. The study was conducted at UIN Walisongo Semarang academic year of 2019/2020 on the first years students of Islamic Communication Department. Techniques in collecting the data were multiple choise tests, essay tests, observations, and documentation. The hypothesis testing used two-way ANOVA test with a significance level of 5%. The result of it related to the influence of 4C model on the students' learning outcomes had showed the significance values in cognitive, psychomotor, and affective domains. The value of cognitive domain was 0.314, the value of psychomotor domain was 0.032, and the value of affective domain was 0.038. The result of hypothesis testing used two-way ANOVA test related to the influence of academic capability on the students' learning outcomes had showed the the significance values in cognitive, psychomotor, and affective domains. It was suggested to implement 4C learning model that would influence the students' learning outcomes.

Automated summary

This study investigated the impact of the 4C learning model and academic capability on students' outcomes in a philosophy course, finding significant correlations in cognitive, psychomotor, and affective domains.