The Effect of Using E-modules in Biology Learning on Learning Outcomes of High School and University Students: Meta-Analysis
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Jun 30, 2024
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Abstract
This study aims to determine the effect size (ES) of the application of e-modules in biology learning on student's learning outcomes. This study uses the type of meta-analysis research. The research sample consisted of 14 articles sourced from the results of article identification through Google Scholar and Eric. The research data were collected based on the reference of inclusion and exclusion criteria. Data analysis was conducted by calculating the ES value using Cohen’s d formula. The results of data analysis showed that there were 14 articles divided into two levels of education, namely high school (9 articles) and university (5 articles) with a total average effect size score of 1,14 which means the effect size criteria are very large (VL). The ES average score for the high school level is 1,20 or very large (VL) ES average, while the ES average score for the university level is 1,02 or categorized as large (L) ES average. Therefore, it can be concluded that the effect size of the application of e-modules in biology learning has a significant impact on improving student learning outcomes.
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References
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Sumarmi, Bachri, S., Irawan, L. Y., & Aliman, M. (2021). E-module in blended learning: Its impact on students’ disaster preparedness and innovation in developing learning media. International Journal of Instruction, 14(4), 187–208. https://doi.org/10.29333/iji.2021.14412a
Supratman, Noviat, W., & Hidayanti, N. (2023). Efektivitas E-Modul Berbasis Problem Based Learningterhadapliterasi Sains Sisw. Jurnal Ilmiah Wahana Pendidikan, 9(3), 623–631. https://doi.org/10.5281/zenodo.7635614
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Zarate, D., Stavropoulos, V., Ball, M., de Sena Collier, G., & Jacobson, N. C. (2022). Exploring the digital footprint of depression: a PRISMA systematic literature review of the empirical evidence. BMC Psychiatry, 22(1), 1–24. https://doi.org/10.1186/s12888-022-04013-y
Andriani, R., & Rasto, R. (2019). Motivasi belajar sebagai determinan hasil belajar siswa. Jurnal Pendidikan Manajemen Perkantoran, 4(1), 80. https://doi.org/10.17509/jpm.v4i1.14958
Citra, C. A., & Rosy, B. (2020). Keefektifan Penggunaan Media Pembelajaran Berbasis Game Edukasi Quizizz Terhadap Hasil Belajar Teknologi Perkantoran Siswa Kelas X SMK Ketintang Surabaya. Jurnal Pendidikan Administrasi Perkantoran (JPAP), 8(2), 261–272. https://doi.org/10.26740/jpap.v8n2.p261-272
Cruz, R. S., & Mariana, V. (2023). Effectiveness of constructivist e-learning module in General Biology. Sapienza: International Journal of Interdisciplinary Studies, 4(4), 1–15. https://doi.org/10.51798/sijis.v4i4.704
Darmawulan, N., Komariah, M., & Arifin, H. (2022). E-Module : Dengue Hemorrhagic Fever toward Knowledge and Learning Motivation among Nursing Students. Indonesian Nursing Journal of Education and Clinic (INJEC), 6(2016), 222–228. https://doi.org/10.24990/injecv6i2.471
Delita, F., Berutu, N., & Nofrion. (2022). ONLINE LEARNING : THE EFFECTS OF USING E-MODULES ON SELF-EFFICACY , MOTIVATION AND LEARNING OUTCOMES. Turkish Online Journal of Distance Education-TOJDE, 23(October), 93–107. https://doi.org/10.17718/tojde.1182760
Dewi, M. S. A., & Lestari, N. A. P. (2020). E-Modul Interaktif Berbasis Proyek Terhadap Hasil Belajar Siswa. Jurnal Imiah Pendidikan Dan Pembelajaran, 4(3), 433–441.
Harris, J. L., Al-Bataineh, M. T., & Al-Bataineh, A. (2016). One to One Technology and its Effect on Student Academic Achievement and Motivation. Contemporary Educational Technology, 7(4), 368–361. https://doi.org/10.30935/cedtech/6182
Hartati, N. (2022). Implementasi e-modul interaktif dalam meningkatkan motivasi dan hasil belajar siswa pada pembelajaran biologi di SMA negeri 1 gondang. Jurnal Pendidikan Madrasah, 7(2), 173–184. https://doi.org/10.14421/jpm.2022.72.09
Hedges, L. V. (2008). What Are Effect Sizes and Why Do We Need Them? Child Development Perspectives, 2(3), 167–171. https://doi.org/10.1111/j.1750-8606.2008.00060.x
Hunaidah, M., Erniwati, E., & Mahdiannur, M. A. (2022). CinQASE E-module: Its Effectiveness to Improve Senior High School Students’ Physics Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 8(2), 641–648. https://doi.org/10.29303/jppipa.v8i2.1413
Imansari, N., & Sunaryantiningsih, I. (2017). Pengaruh Penggunaan E-Modul Interaktif Terhadap Hasil Belajar Mahasiswa pada Materi Kesehatan dan Keselamatan Kerja. VOLT : Jurnal Ilmiah Pendidikan Teknik Elektro, 2(1), 11. https://doi.org/10.30870/volt.v2i1.1478
Jamil, I. (2017). Faktor-Faktor Yang Mempengaruhi Prestasi Belajar Anak. Jurnal Ilmiah Pendidian Ana, 1(1), 22–30. https://doi.org/10.52960/jd.v2i1.90
Jimenez, E. C. (2020). Contextualized E-Learning Resource : A Tool for Stronger Academic Platform Contextualized E-Learning Resource : A Tool for Stronger Academic Platform. International Journal of Case Studies in Business, IT, and Education, 4(2), 110–116. https://doi.org/10.5281/zenodo.4018344
Koth, A. J., Focken, A. G., Lyden, E. R., & Yoachim, S. D. (2021). Effectiveness of an E-module at teaching novice learners critical thinking skills related to dentistry. Journal of Dental Education, 85(12), 1879–1888. https://doi.org/10.1002/jdd.12757
Lasala, N. J. (2023). Development and Validation of E-SelfIMo : E-Learning Self-Directed Interactive Module in Earth Science. Recoletos Multidisciplinary Research Journal, 11(1), 85–101. https://doi.org/10.32871/rmrj2311.01.0
Maghfiroh, M. S., Rahayu, E. S., & Widiatningrum, T. (2023). The Effectiveness of Using Mobile Learning-Based E-Plantbook with a Scientific Approach to Increase Student Learning Outcomes. Journal of Innovative Science Education, 12(37), 19–25. https://doi.org/10.15294/JISE.V11I1.60042
Maryanti, S., & Kurniawan, D. T. (2018). Pengembangan Media Pembelajaran Video Animasi Stop Motion Untuk Pembelajaran Biologi Dengan Aplikasi Picpac. Jurnal BIOEDUIN : Program Studi Pendidikan Biologi, 8(1), 26–33. https://doi.org/10.15575/bioeduin.v8i1.2922
Masing, F. A., & Aminatun, T. (2022). Developing an SSI-Based Learning Model of Android Module to Improve Critical Thingking Skills of Students. Jurnal Pembelajaran Dan Biologi Nukleus, 8(3), 673–685. https://doi.org/10.36987/jpbn.v8i3.3226
Mayasari, A., Asrizal, A., & Festiyed, F. (2022). Meta Analisis Pengaruh Media Pembelajaran Elektronik Terhadap Hasil Belajar Dan Pemahaman Konsep Siswa. ORBITA: Jurnal Pendidikan Dan Ilmu Fisika, 8(1), 10. https://doi.org/10.31764/orbita.v8i1.7056
Mulyaningsih, U. Y., & Mubarok, I. (2022). Implementation of Multiple Representation-Based Fungi E-module on Students ’ Cognitive Learning Outcomes and Writing Communication Skills. Journal of Biology Education, 11(3), 397–405. https://doi.org/10.15294/jbe.v11i3.60972
Munandar, R. R., Cahyani, R., & Fadilah, E. (2021). Pengembangan E-Modul Sigil Software Untuk Meningkatkan Hasil Belajar Siswa Di Masa Pandemi Covid-19. BIODIK, 7(4), 191–202. https://doi.org/10.22437/bio.v7i4.15204
Rahmi, E., Ibrahim, N., & Kusumawardani, D. (2021). Pengembangan Modul Online Sistem Belajar Terbuka Dan Jarak Jauh Untuk Meningkatkan Kualitas Pembelajaran Pada Program Studi Teknologi Pendidikan. Visipena, 12(1), 44–66. https://doi.org/10.46244/visipena.v12i1.1476
Ricu Sidiq, & Najuah. (2020). Pengembangan E-Modul Interaktif Berbasis Android pada Mata Kuliah Strategi Belajar Mengajar. Jurnal Pendidikan Sejarah, 9(1), 1–14. https://doi.org/10.21009/JPS.091.01
Rodiyah, S. R., Nirwana Anas, & Zulfiana Herni. (2023). Pengembangan E-Modul Biologi Materi Sistem Reproduksi Terintegrasi Paradigma Wahdatul ‘Ulum Dalam Meningkatkan Hasil Belajar Siswa Kelas Xi Man Batubara. Jurnal Bionatural, 10(2), 176–186. https://doi.org/10.61290/bio.v10i2.725
Sagita, N. (2021). Development of Problem Based Learning (Pbl)-Based E-Module to Improve Critical Thinking Skills of Students In Biology Learning Class X Sman 1 Seberida Indragiri Hulu Regency. International Journal of Multidisciplinary Research and Analysis, 04(11), 1650–1654. https://doi.org/10.47191/ijmra/v4-i11-25
Samo, D. D., Ekowati, C. K., Soko, I. P., & Ngawas, K. R. (2023). Pengaruh penggunaan media pembelajaran matematika berbasis website terhadap peningkatan hasil belajar siswa: Meta-analisis. Jurnal Riset Pendidikan Matematika, 10(1), 89–101. https://doi.org/10.21831/jrpm.v10i1.49357
Subhan, A. (2022). Efektivitas Penggunaan PhET dalam Meningkatkan Hasil Belajar Ditinjau Dari Respon Pembelajaran Dan Keterampilan Saintifik. Jurnal Pendidikan Profesi Guru Madrasah, 2(3), 209–222. http://studentjournal.iaincurup.ac.id/index.php/skula
Sudarmika, P., Santyasa, I. W., Tegeh, I. M., & Sudarma, I. K. (2024). Development of Project-Based Flipped Learning Media to Achieve Nurse’s Critical Thinking, Creative, and Spiritual Attitude. International Journal of Instruction, 17(2), 519–538. https://doi.org/10.29333/iji.2024.17229a
Sumarmi, Bachri, S., Irawan, L. Y., & Aliman, M. (2021). E-module in blended learning: Its impact on students’ disaster preparedness and innovation in developing learning media. International Journal of Instruction, 14(4), 187–208. https://doi.org/10.29333/iji.2021.14412a
Supratman, Noviat, W., & Hidayanti, N. (2023). Efektivitas E-Modul Berbasis Problem Based Learningterhadapliterasi Sains Sisw. Jurnal Ilmiah Wahana Pendidikan, 9(3), 623–631. https://doi.org/10.5281/zenodo.7635614
Wulandari, D. D., Adnyana, P. B., & Santiasa, I. M. P. A. (2020). Penerapan E-Modul Interaktif Terhadap Motivasi dan Hasil Belajar Siswa Pada Pembelajaran Biologi Kelas X. Jurnal Pendidikan Biologi Undiksha, 7(2), 66–80. https://ejournal.undiksha.ac.id/index.php/JJPB/index
Zarate, D., Stavropoulos, V., Ball, M., de Sena Collier, G., & Jacobson, N. C. (2022). Exploring the digital footprint of depression: a PRISMA systematic literature review of the empirical evidence. BMC Psychiatry, 22(1), 1–24. https://doi.org/10.1186/s12888-022-04013-y