Abstract

This study aims to investigate the effect of seamless learning on learning outcomes (problem solving and procedural) in religious education courses based on a contextual approach. The LMS-assisted seamless learning strategy with the Zoom-assisted seamless learning strategy were compared through research using a quasi-experimental research design with a 2x2 factorial design. This study involved 73 students as research subjects. They are students in the religious education course in the first semester of the 2022/2023 academic year. Students were divided into two groups. The experimental group consisted of 37 students who carried out the learning process using the LMS-assisted seamless learning strategy, while the control group consisted of 36 students who carried out the learning process using the Zoom-assisted seamless learning strategy. This study used test instruments in the form of multiple-choice and essays. Data analysis used Multivariate Analysis of Variance (MANOVA). The results of the study showed that, first, there was a significant difference in problem-solving learning outcomes between students taught with LMS-assisted seamless learning and Zoom-assisted seamless learning. Second, there is a significant difference in procedural learning outcomes between students taught with LMS-assisted seamless learning and Zoom-assisted seamless learning.