The Impact of Basic Programming Interactive E-Module Implementation on Students’ Learning Outcomes in Distance Learning

Authors

  • Agariadne Dwinggo Samala Universitas Negeri Padang
  • Ambiyar Universitas Negeri Padang
  • Sukardi Universitas Negeri Padang
  • Yose Indarta Markas Besar Kepolisian Republik Indonesia
  • Fadhli Ranuharja Universitas Negeri Padang

DOI:

10.33395/sinkron.v7i2.11329

Abstract

This study aims to identify the implications of implementing an interactive e-module for learning basic programming in distance learning. The subject of this research were students of Informatics Education Study Program, Department of Electronic Engineering, Universitas Negeri Padang. This research was carried out in the odd semester of 2020/2021 academic year. This research used an experimental method using a quantitative approach with a posttest-only control group design. The sampling technique used purposive sampling. In the results of the midterm exam, it is known that the learning outcomes students from the control group without treatment obtained the lowest score of 64.00; highest score 84.00; an average of 75.27; while students from the experimental group with interactive e-modules obtained the lowest score of 76.00; highest score 96.00; with an average of 84.83; Furthermore, the results of the final exam obtained student learning outcomes from the control group without treatment, the lowest score was 60,00; highest score 82,00; with an average of 72.07; while student learning outcomes from the experimental group obtained the lowest score of 72,00; highest score 90,00; with an average of 81.60. The results showed that the learning outcomes of the experimental group are much better than the learning outcomes of the control group. It means that there is a significant effect of using distance learning interactive e-module on learning outcomes of basic programming.

GS Cited Analysis

Downloads

Download data is not yet available.

References

Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9

Alizadeh, M. (2019). Virtual Reality in the Language Classroom: Theory and Practice. Call-Ej, 20(September), 21–30.

Asrowi, Hadaya, A., & Hanif, M. (2019). The impact of using the interactive e-book on students’ learning outcomes. International Journal of Instruction, 12(2), 709–722. https://doi.org/10.29333/iji.2019.12245a

Aurora, A., & Effendi, H. (2019). Pengaruh Penggunaan Media Pembelajaran E-learning terhadap Motivasi Belajar Mahasiswa di Universitas Negeri Padang. Universitas Negeri Padang. JTEV, 5(2), 11–16. http://ejournal.unp.ac.id/index.php/jtev/index

Cash, P., Stanković, T., & Štorga, M. (2016). Experimental design research: Approaches, perspectives, applications. Experimental Design Research: Approaches, Perspectives, Applications, July, 1–270. https://doi.org/10.1007/978-3-319-33781-4

Efriana, L. (2021). Problems of Online Learning during Covid-19 Pandemic in EFL Classroom and the Solution. JELITA: Journal of English Language Teaching and Literature, 2(1), 2721–1916.

Hastjarjo, T. D. (2019). Rancangan Eksperimen-Kuasi. Buletin Psikologi, 27(2), 187. https://doi.org/10.22146/buletinpsikologi.38619

Kaplan, A. D., Cruit, J., Endsley, M., Beers, S. M., Sawyer, B. D., & Hancock, P. A. (2021). The Effects of Virtual Reality, Augmented Reality, and Mixed Reality as Training Enhancement Methods: A Meta-Analysis. Human Factors, 63(4), 706–726. https://doi.org/10.1177/0018720820904229

Koutsakas, P., Karagiannidis, C., Politis, P., & Karasavvidis, I. (2020). A computer programming hybrid MOOC for Greek secondary education. Smart Learning Environments, 7(1), 1–22. https://doi.org/10.1186/s40561-020-0114-1

Liao, F., Murphy, D., Wu, J.-C., Chen, C.-Y., Chang, C.-C., & Tsai, P.-F. (2022). How technology-enhanced experiential e-learning can facilitate the development of person-centred communication skills online for health-care students: a qualitative study. BMC Medical Education, 22(1), 1–9. https://doi.org/10.1186/s12909-022-03127-x

McAleavy, T., Hall-Chen, A., Horrocks, S., & Riggall, A. (2018). Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. In Education Development Trust. https://search.proquest.com/docview/2228675941?accountid=13042%0Ahttp://oxfordsfx.hosted.exlibrisgroup.com/oxford?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:book&genre=report&sid=ProQ:ProQ%3Aeric&atitle=&title=Technology-Supported+Professional+D

Milun, M., Pervan, P., & Brako, R. (2005). Experimental and Quasi-Experimental Design. Physical Review B, 111, 1–11.

Moore, K., Jones, C., & Frazier, R. S. (2017). Engineering Education For Generation Z. American Journal of Engineering Education (AJEE), 8(2), 111–126. https://doi.org/10.19030/ajee.v8i2.10067

Muhammad, A., Suryani, N., & Ardianto, D. T. (2020). Digital Flipbook Empowerment as A Development Means for History Learning Media. JPI (Jurnal Pendidikan Indonesia), 8(2), 266. https://doi.org/10.23887/jpi-undiksha.v8i2.24122

Park, S. M., & Kim, Y. G. (2022). A Metaverse: Taxonomy, Components, Applications, and Open Challenges. IEEE Access, 10, 4209–4251. https://doi.org/10.1109/ACCESS.2021.3140175

Perdana, M. A., Wibowo, D. E., & Budiarto, M. K. (2021). Digitalization of Learning Media through Digital Book Development Using the Flipbook Application. Jurnal Pendidikan Dan Pengajaran, 54(2), 263. https://doi.org/10.23887/jpp.v54i2.34639

Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–60. https://doi.org/10.29333/aje.2019.426a

Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z

Rahayu, I., & Sukardi, S. (2020). a Needs Analysis for the Development of E-Modules Project-Based Learning. Jurnal Pendidikan Teknologi Kejuruan, 3(1), 41–45. https://doi.org/10.24036/jptk.v3i1.3923

Salam, R., Akib, H., & Daraba, D. (2020). Utilization of Learning Media In Motivating Student Learning. 226(Icss), 1100–1103. https://doi.org/10.2991/icss-18.2018.232

Samala, A. D., Fajri, B. R., & Ranuharja, F. (2019). DESAIN DAN IMPLEMENTASI MEDIA PEMBELAJARAN BERBASIS MOBILE LEARNING MENGGUNAKAN MOODLE MOBILE APP. Jurnal Teknologi Informasi Dan Pendidikan, 12(2), 13–19. https://doi.org/10.24036/tip.v12i2.221

Samala, A. D., Fajri, B. R., Ranuharja, F., & Darni, R. (2020). PEMBELAJARAN BLENDED LEARNING BAGI GENERASI Z DI ERA 4.0. Jurnal Teknologi Informasi Dan Pendidikan, 13(1), 45–53. https://doi.org/10.24036/tip.v13i1.260

Sari, M., Murti, S. R., Habibi, M., Laswadi, L., & Rusliah, N. (2021). Pengembangan Bahan Ajar E-Book Interaktif Berbantuan 3D Pageflip Profesional Pada Materi Aritmetika Sosial. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(1), 789–802. https://doi.org/10.31004/cendekia.v5i1.490

Wilyanti, L. S., Larlen, L., & Suryani, I. (2021). Pengembangan E-Book Mata Kuliah Drama sebagai Media Pembelajaran Mandiri di Masa Pandemi. Jurnal Ilmiah Universitas Batanghari Jambi, 21(1), 156. https://doi.org/10.33087/jiubj.v21i1.1136

Downloads


Crossmark Updates

How to Cite

Samala, A. D., Ambiyar, Sukardi, Indarta, Y., & Ranuharja, F. . (2022). The Impact of Basic Programming Interactive E-Module Implementation on Students’ Learning Outcomes in Distance Learning. Sinkron : Jurnal Dan Penelitian Teknik Informatika, 7(2), 351-358. https://doi.org/10.33395/sinkron.v7i2.11329