IMPROVING COGNITIVE LEARNING OUTCOMES BY USING E-MODULES
Abstract
Abstract:
This study aims to determine the effect of the use of e-modules in improving student cognitive learning outcomes. This type of research is a Research and Development study with ADDIE model with a nonequivalent pretest-posttest control group design. This product was validated by experts and was also limited to 21 class XI students. The research sample is 2 classes based on purposivesampling technique, class X MIPA 5 as a control class and class X MIPA 1 as an experimental class. The instrument used: a matter of cognitive learning outcomes. Data were analyzed through Independent Sample T-Test and Normalized Gain Score (N-Gain Score). The results showed that the developed E-module had a significant effect on students' cognitive learning outcomes as evidenced by the significance value of 0,000 <α 0.05 and the category of height increase from the N-Gain Score calculation of 0.846.
Abstrak:
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan e-modul dalam meningkatkan hasil belajar kognitif siswa. Jenis penelitian ini merupakan penelitian Research and Development dengan model ADDIE dengan desain nonequivalent pretest-posttest control group. Produk ini divalidasi oleh para ahli dan juga diujicobakan secara terbatas pada 21 siswa kelas XI. Sampel penelitian yaitu 2 kelas berdasarkan teknik purposive sampling, kelas X MIPA 5 sebagai kelas kontrol dan kelas X MIPA 1 sebagai kelas eksperimen. Instrumen yang digunakan adalah soal hasil belajar kognitif. Data dianalisis melalui Independent Sample T-Test dan Normalized Gain Score (N-Gain Score). Hasil penelitian menunjukkan bahwa E-modul yang dikembangkan berpengaruh secara signifikan terhadap hasil belajar kognitif siswa yang dibuktikan dengan nilai signifikansi 0.000 <α 0.05 dan kategori peningkatan tinggi dari hasil penghitungan N-Gain Score sebesar 0.846.
Downloads
References
Agustin, Lady, Haryanto, Z., & Efwinda, S. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis Siswa Kelas XI SMA Negeri 9 Samarinda. Jurnal Literasi Pendidikan Fisika, 1(1), 56–64. file:///C:/Users/PC/Downloads/Documents/80-Article Text-408-2-10-20200302.pdf.
Anderson, L. ., & Krathwohl, D. . (2010). Kerangka Landasan Untuk Pembelajaran, Pengajaran dan Asesmen (Revisi Taksonomi Pendidikan Bloom). Pustaka Pelajar.
Crompton, H., Burke, D., & Gregori, K. H. (2017). The Use of Mobile Learning in PK-12 Education: A Systematic Review. Computers & Education, 110, 51–63. https://doi.org/10.1016/j.compedu.2017.03.013.
Darmawan, D. (2016). Mobile Learning: Sebuah Aplikasi Teknologi Pembelajaran. Jakarta: Rajawali Pres.
Daryanto. (2013). Menyusun Modul. Yogyakarta: Gava Media.
Hamalik, O. (2004). Proses Belajar Mengajar. Jakarta: Bumi Aksara.
Jacob, S. M., & Issac, B. (2008). The Mobile Devices and Its Mobile Learning Usage Analysis. Proceedings of the International MultiConference of Engineers and Computer Scientists (IMECS), Hongkong, 1, 19-21. https://arxiv.org/ftp/arxiv/papers/1410/1410.4375.pdf.
Kukulska-Hulme, A, & Traxler, J. (2005). Mobile Learning: A Handbook for Educators and Trainers. Tailor & Francis.
Laurensius, A. (2017). Platform E-Learning untuk Pembelajaran Pemrograman Web Menggunakan Konsep Progressive Web Apps. Institut Teknologi Sepuluh Nopember.
Mustika, Saptanigrum, E., & Susilawati. (2016). Pengaruh Penggunaan LKS dengan Pendekatan Saintifik Pada Materi Objek IPA Kelas VII MTs Negeri 1 Semarang. Jurnal Penelitian Pembelajaran Fisika, 7(1), 63–71. https://doi.org/10.26877/jp2f.v7i1.1154.
Ponce, L. B., Pereira, A., Carvalho, L., Mendez, J. A. J., & Nalvo, F. J. G. P. (2017). Learning With Mobile Technologies - Students’ Behavior. Computers in Human Behavior, 72, 612–620. https://doi.org/10.1016/j.chb.2016.05.027.
Pujiriyanto. (2002). Teknologi untuk Mengembangkan Media dan Pembelajaran. Yogyakarta: UNY Press.
Purnomo, D., Indrowati, M., & Karyanto, P. (2013). Pengaruh Penggunaan Modul Hasil Penelitian Pencemaran di Sungai Pepe Surakarta sebagai Sumber Belajar Biologi Pokok Bahasan Pencemaran Lingkungan terhadap Hasil Belajar Siswa. Journal of Jurnal Pendidikan Biologi, 5(1), https://jurnal.fkip.uns.ac.id/index.php/bio/article/view/1439.27/0.
Purnomo, Sukarjo, & Abidin, A. Z. (2020). Penerapan Model Pembelajaran Tanggung Jawab Pribadi dan Sosial Berbasis Lesson Study untuk Menguatkan Karakter Konservasi dan Meningkatkan Hasil Belajar. Jurnal Kreatif: Jurnal Kependidikan Dasar, 10(2), 100–116. https://journal.unnes.ac.id/nju/index.php/kreatif/article/view/23603.
Putri, N., Wirawan, I. M. A., & Sunarya, I. M. G. (2016). Pengembangan E-Modul Mata Pelajaran Komposisi Foto Digital (Paket Keahlian Multimedia) dengan Model Pembelajaran Task Based Learning Pada Kelas XI di SMK 3 Mataram. Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika (KARMAPATI), 5(3), 215-222. https://doi.org/10.23887/karmapati.v5i3.8598.
Quinn, P. (2000). What In The World is The World Wide Web. Learning Media Limited.
Reiser, Robert, A., & Dick, W. (1996). Instructional Planing: A Guide for Teachers. Allyn and Bacon.
Rhohman, M. F. F., & Suyanto, S. (2018). Pengembangan E-Modul Pengayaan Keanekaragaman Jenis Tanaman Pangan Umbi Berbasis Kearifan Lokal di Kabupaten Gunungkidul Untuk Meningkatkan Kemandirian dan Hasil Belajar Kognitif Siswa Kelas X SMA. Jurnal Pend. Biologi-S1, 7(3), 168–178. file:///C:/Users/PC/Downloads/Documents/13712-30160-1-SM.pdf.
Subali, B. (2012). Prinsip Asesmen dan Evaluasi Pembelajaran. Yogyakarta: UNY Press.
Subali, B. (2016). Prinsip Asesmen dan Evaluasi Pembelajaran Edisi Kedua. Yogyakarta: UNY Press.
Susanto, A. (2013). Teori Belajar dan Pembelajaran di Sekolah Dasar. Jakarta: Kencana Prenada Media Group.
Susilawati, Pramusinta, & Saptaningrum, E. (2020). Penguasaan Konsep Siswa Melalui Sumber Belajar e-Modul Gerak Lurus dengan Software Flipbook Maker. Unnes Physics Education Journal, 9(1), 36–43. https://doi.org/10.15294/upej.v9i1.38279.
The Iris Center. (2014). Online Learning and Teacher Education: Knowledge Acquisition, Application Skills, and Reported Confidence. Claremont Graduate University. https://iris.peabody.vanderbilt.edu/wp-content/uploads/2014/08/learner_out
comes_IARLD_2014.pdf.
Copyright (c) 2020 Dyah Aniza Kismiati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3)Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
