Abstract
References
- Aprilia, I., & Suryadarma, I. G. P. (2020). E-module of mangrove ecosystem (EMME): development, validation, and effectiveness in improving students’ self-regulation. Biosfer : Jurnal Pendidikan, 13(1), 114–129. https://doi.org/10.21009/biosferjpb.v13n1.114-129.
- Asrial, Syahrial, Maison, Kurniawan, D. A., & Piyana, S. O. (2020). Ethnoconstructivism e-module to improve perception, interest, and motivation of students in class V elementary school. JPI (Jurnal Pendidikan Indonesia), 9(1), 30–41. https://doi.org/10.23887/jpi-undiksha.v9i1.19222.
- Bandura, A. (1997). Self-efficacy: the exercise of control. W. H. Freeman.
- Berutu, N., Delita, F., Astuti, A.J.D., Novira, N & Wirda, M.A. (2019). The strategy to strengthen information literacy-based on library and digital resources. EAI Proceeding. https://dx.doi.org/10.2991/icssis-18.2019.28.
- Boyd, L. (2019). Using technology-enabled learning networks to drive module improvements in the UK open university. Journal of Interactive Media in Education, 2019 (1), 1–7. https://doi.org/10.5334/jime.529.
- Delita, F., Arif, M., Rosni., Sitompul, M & Rohani. (2019). Improving the quality of learning through assignment system. Journal of Physics: Conference Series. doi:10.1088/1742-6596/1175/1/012154.
Abstract
Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.
Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.
References
- Aprilia, I., & Suryadarma, I. G. P. (2020). E-module of mangrove ecosystem (EMME): development, validation, and effectiveness in improving students’ self-regulation. Biosfer : Jurnal Pendidikan, 13(1), 114–129. https://doi.org/10.21009/biosferjpb.v13n1.114-129.
- Asrial, Syahrial, Maison, Kurniawan, D. A., & Piyana, S. O. (2020). Ethnoconstructivism e-module to improve perception, interest, and motivation of students in class V elementary school. JPI (Jurnal Pendidikan Indonesia), 9(1), 30–41. https://doi.org/10.23887/jpi-undiksha.v9i1.19222.
- Bandura, A. (1997). Self-efficacy: the exercise of control. W. H. Freeman.
- Berutu, N., Delita, F., Astuti, A.J.D., Novira, N & Wirda, M.A. (2019). The strategy to strengthen information literacy-based on library and digital resources. EAI Proceeding. https://dx.doi.org/10.2991/icssis-18.2019.28.
- Boyd, L. (2019). Using technology-enabled learning networks to drive module improvements in the UK open university. Journal of Interactive Media in Education, 2019 (1), 1–7. https://doi.org/10.5334/jime.529.
- Delita, F., Arif, M., Rosni., Sitompul, M & Rohani. (2019). Improving the quality of learning through assignment system. Journal of Physics: Conference Series. doi:10.1088/1742-6596/1175/1/012154.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | October 1, 2022 |
| Submission Date | October 20, 2021 |
| Published in Issue | Year 2022 Volume: 23 Issue: 4 |