A Comparative Analysis of the Effectiveness of Accelerated Learning and Genius Learning Models on Student Learning Outcomes

Abstract

This study aims to analyze the difference in effectiveness between the Accelerated Learning and Genius Learning models regarding student Learning outcomes within the context of 21st-century education, which demands active engagement and the development of higher-order thinking skills. A quantitative approach with a quasi-experimental design (non-equivalent control group design) was employed. The study subjects consisted of two experimental groups each comprising 30 students subjected to the Accelerated Learning and Genius Learning models, respectively. Data were collected using Learning outcome tests that had undergone validity and reliability testing. Data analysis was conducted using an independent sample t-test after the prerequisites of normality and homogeneity were met. The results indicate a significant difference between the two Learning models, evidenced by a significance value of 0.000 (p<0.05). Descriptively, the mean Learning outcome for the Accelerated Learning group (85.13) was higher than that of the Genius Learning group (77.30). These findings demonstrate that the Accelerated Learning model is more effective in enhancing student Learning outcomes. This superiority is attributed to Learning characteristics that emphasize multisensory engagement, an enjoyable Learning atmosphere, and the integration of emotional aspects into the Learning process. The study's implications underscore the importance of selecting Learning models oriented toward student engagement as a strategic factor in improving the quality of student Learning outcomes.