The purpose of this study is to determine the differences in learning outcomes of ICT subjects between groups of students who are taught with blended learning strategies and expository who have the ability to think creatively after being controlled by initial knowledge. This research method uses quasi experiment with 2x2 factorial design. Data analysis techniques used two-way ANCOVA at a significant level  = 0.05. The results showed that (1) ICT learning outcomes between groups of students taught with blended learning strategies were higher than those of students who were taught with expository learning strategies after controlling for initial knowledge; (2) there is an interaction effect between learning strategies and the ability to think creatively on ICT learning outcomes after controlling initial knowledge; (3) for students who have high creative thinking skills, ICT learning outcomes among groups of students taught with blended learning strategies are higher than those of students who are taught with expository learning strategies after controlling initial knowledge; (4) for groups of students who have low creative thinking ability, ICT learning outcomes among groups of students who are taught expository learning strategies are higher than groups of students who are taught with blended learning learning strategies after controlling for initial knowledge. Based on the results of this study, to improve the learning outcomes of Information and Communication Technology students are done by implementing BL learning strategies with regard to student characteristics.

The objectives of this research are to determine the effect of learning strategies (blended learning and expository learning) and prior knowledge on ICT outcomes. This research conducted at SMA Methodist Tanjung Morawa during September to November 2016, and used a quasi-experimental method with a 2x2 factorial treatment by level design. The participants were 26 students divided into two treatment classes. Data analysis showed that variance with significance level 0,05. The results indicated that; student's ICT outcomes who used blended learning was better than expository learning; student's ICT outcomes who had higher prior knowledge was better than student's in lower prior knowledge; there is an interaction between learning strategy and prior knowledge; student's ICT outcomes who used blended learning was higher than expository learning to the student group of higher prior knowledge; and student's ICT outcomes who used blended learning was lower than expository learning to the student group of lower prior knowledge.

Abstract-The objectives of this research was to determine the effect of learning strategies (blended learning and expository learning) and creative thinking on information communication and technology (ICT) outcomes. This research conducted at SMA Methodist Tanjung Morawa, North Sumatera during September to November 2016, and used a quasi-experimental method with a 2x2 factorial treatment by level design. The participants were 32 students were devided into two treatment classes. Data analysis of variance (ANOVA) with significance level 0,05. The result indicate that : student's ICT outcomes who uses blended learning is better than expository learning; there is an interaction between learning strategy and creative thinking; student's ICT outcomes who uses blended learning is higher than expository learning to the student group of higher creative thinking; and student's ICT outcomes who uses blended learning is lower than espository learning to the student group of lower creative thinking.