THE EFFECTIVENESS OF EDMODO WEBSITE AS A MEDIA TO IMPROVE STUDENT’S ACHIEVEMENT AND MOTIVATION ON
LEARNING ACID BASE
THESIS
Submitted in partial fulfillment of the Requirements Educational Magister Degree of
Chemical Education Program
By :
HIDAYANI PENUNGKUNEN SURBAKTI I.D. NUMBER : 8146142015
MAGISTER PROGRAM STATE UNIVERSITY OF MEDAN
i ABSTRACT
THE EFFECTIVENESS OF EDMODO WEBSITE AS A MEDIA TO IMPROVE STUDENT’S ACHIEVEMENT AND MOTIVATION ON
LEARNING ACID BASE
Hidayani P. Surbakti (I.D. Number 8146142015) Magister of Chemical Education Program
State University of Medan 2016
The objective of study research were: (1) To know the effectiveness of implementation the online learning system using Edmodo website as media on learning acid base for student’s achievement in senior high school. (2) To know the effectiveness of implementation the online learning system using edmodo website as media in learning acid base for student’s motivation in senior high school. (3) To find out the correlation between achievement and motivation for students in learning acid base by edmodo website as media in learning acid base . The study population was all students of class XI SMA Negeri 2 Medan consisting of 6 classes. The sampling technique was performed using Random Sampling Purposively and taken 2 classes, experimental class I and experimental class II. Experimentall class I was given treatment by using Online Homework and formative test by using edmodo and experimental class II by using paper and pencil test. Data collection instruments was used achievement test of 20 multiple-choice items and student’s motivation questionnaire sheet. This research is quasi-experimental research design. Data analysis technique using t-test with significance level α = 0.05 and correlation. The result of study research was found that (1) Academic achievement of students with learning by using edmodo website as online homework and formative assessment was still equal to using paper and pencil assignment. (2) Motivation of learners to use edmodo website as online homework and formative assessment was still equal to using paper and pencil assignment. (3) Between motivation and academic community had a positive correlation by using edmodo website as educational assessment (online homework and formative assessment).
ii Edmodo Website As A Media To Improve Student’s Achievement And Motivation On Learning Acid Base.”
This thesis arranged to obtain the degree of Magister Education in Chemistry Education Programmed, Post Graduate School, State University of Medan (UNIMED). In this opportunity, the writer would like to express the greatest thanks. I would like to acknowledge the following group and individuals that assisted me in this endeavor.
I Would like thanks to Mr. Prof. Dr. Albinus Silalahi, M.S, as a thesis supervisor I and Mr. Eddiyanto, Ph.D as a supervisor II that give valuable time spent in giving guidance, advices, motivation and suggestion during the completing this thesis process. I appreciate you fielding many questions and directing me in the right direction to complete this research.
I would like thanks to Mr. Prof. Dr. Ramlan Silaban, M.Si, Mr. Dr. Mahmud, M.Sc, and Mrs. Dr. Iis Siti Jahro, M.Si as a examiners counselor that has provided feedback, suggestion advice, and correction for improvement of this thesis, as well as to all Mr. and Mrs. lecturers with sincerity have given their knowledge and experience to the author during the author studied in postgraduate of State University of Medan.
On this occasion the author also expressed thanks and appreciation profusely to: Rector of State University of Medan, Director of the postgraduate Program, State University of Medan, the Assistant Director, Chairman and Secretary of Chemistry Education Program, the administrative staff of the Graduate Program especially to Mrs. Desi Julian, S. Pd. which has provided assistance to the author for the smooth administration of the study in completing this thesis.
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Grace Eunike Sinaga as a chemistry teacher, who was willing to help and give permission to the researchers to carry out this research.
Specially, I would like thanks to my family. For my lovely father Budi Surbakti and lovely mother Siti Maryam Sinaga, thank you so much to them that never forget from heart, that always become inspiration, suggestion, spirit and motivation, that give love with all of heart and soul, strong and stiff to pass the life, they acquiesce in giving the happiness for writer and always pray to writer in every time. And also thanks to my beloved sister and brother Sri Ukurta Surbakti, Satria Bahri Surbakti, and M. Iqbal Surbakti that give me spirit and motivation for completing of thesis process.
Finally, I would say thanks to my sweetheart friend Salim Efendi, S.Pd M. Pd, that give me support, attention, and his prayer. And to all my friends in Chemistry Post Graduate Programmed for support and also all whose names that can’t be mentioned one by one, the writer would say “thanks for everything”.
Finally, the writer hopes this thesis would be useful for those who would like to explore more about the learning media that suitable to learn acid base, especially of chemistry education programmed. The writer realizes that thesis is still far from being perfect therefore, critique and suggestion are needed for further improvement of this thesis.
Medan, April 2016 The Writer
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1.2.Problem Identification 9
1.3.Scope of Study 10
1.4.Problem Statement 10
1.5.Research Objectives 11
1.6.Research Advantage 11
1.7.Operational Definition 12
CHAPTER II LITERATURE REVIEW
2.1. Student’s Motivation 13
2.1.1. Ingredient 1: Student 13
2.1.2. Ingredient 2: Teacher 14
2.1.3. Ingredient 3: Content 14
2.1.4. Ingredient 4: Method/Process 15
2.1.5. Ingredient 5: Environment 15
2.2. Online Learning 15
2.2.1. Online Learning Definition 16
2.2.2. The Advantages of online learning 16
2.3. Classroom Assessment 17
2.3.1. Evaluation in educational process 19
2.3.2. Purpose of Assessment 20
2.3.3. Types of Assessment 20
2.3.3.1.Diagnostic Assessment 20
2.3.3.2.Summative assessment 21
2.3.3.3.Formative Test 21
2.4. Formative Assessment in Learning 21
2.5. Characteristics of Formative Assessment 22
2.6. Types of Formative Assessment 24
2.7. E-assessment 25
2.8. Role of Homework in learning 26
2.9. Teachers’ Challenges 27
2.10. Edmodo as tools for online achievement test 29
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CHAPTER III. RESEARCH METHODOLOGY
3.1. Research Location and Time 32
3.2. Population and Sample 32
3.3. Research Variable 34
3.3.1. Independent Variabel 34
3.3.2. Dependent Variable 34
3.3.3. Moderator Variabel 34
3.4. Research Design 34
3.7.3. Calculation of Increasing The Effectiveness 44 Learning (Gain)
CHAPTER IV. RESULT AND DISCUSSION
4.1. Research Result 45
4.1.1. Result of Standardization of Research Instrument 45 4.1.2. Data Description of Research Result 47 4.2. Requirement Test of data analyzing 50
4.2.1. Homogenity Test 50
4.3. Hypothesis Testing 51
4.3.1. First Hypothesis 52
4.3.2. Second Hypothesis 53
4.3.3. Third Hypothesis 54
4.4. Increasing the effectiveness of learning (gain) 56
4.5. Discussion of Research Result 57
4.5.1. Interpretation social network edmodo 58 4.5.2. Optimizing the student’s achievement by using
Edmodo website 66
4.5.3. Optimizing the student’s motivation through
online homework 71
4.5.4. Correlation between motivation and student’s
achievement 73
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CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 76
5.2. Suggestion 77
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LIST OF TABEL
Page Table 3.1. Time table in research 33 Table 3.2. The Quasi-Experimental Design 35 Table 3.3. The Likert-Scale in the Questionnaire 41 Table 4.1. Data pretest, post test, gain in experimental class I and II 48 Table 4.2. Data Motivation in experimentall class I and II 50 Tabel 4.3. Result of homogenity test 51 Table 4.4. The statistical first hypothesis result 53 Table 4.5. The statistical second hypothesis result 54 Table 4.6. Correlation of student’s achievement and motivation in
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LIST OF FIGURE
Page Figure 2.1. Interaction in educational instruction 18
Figure 2.2. Principles in Evaluation 19
Figure 2.3. Planned Formative Assessment 24
Figure 2.4. Interactive Formative Assessment 25
Figure 2.5. The screen of Edmodo 30
Figure 2.6. Hierarchical Learning Methodologies 30 Figure 3.1. The overview of research planning 37 Figure.4.1. The scatterplot correlation between student’s
achievement and motivation 56
Figure 4.2. Capture for. Screen teacher’s registration process 58 Figure 4.3. Capture for. Screen teacher’s registration process 59 Figure 4.4. Capture for. Screen teacher’s manage profile and setting 59 Figure 4.5. Capture for. Screen teacher’s registration 60 Figure. 4.6. Screen Capture for student’s code by using edmodo 60 Figure 4.7. Screen Capture for student’s sign up process 61 Figure 4.8. Screen Capture for student’s registration 61 Figure. 4.9. Screen Capture for students’s homework 63 Figure. 4.10. Screen Capture for sending process student’s homework 64 Figure. 4.11. Screen Capture for student’s progress by using edmodo 65 Figure. 4.12. Screenshot of socrative as media in online 65
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LIST OF APPENDIX
Page
Appendix 1 Syllabus 86
Appendix 2 Lesson Plan in Experimental Class I 90 Appendix 3 Lesson plan in Experimental Class II 99
Appendix 4 Layout Instrument Test 108
Appendix 5 Validity of item Test 116
Appendix 6 Reliability 117
Appendix 7 Difficulty Index 118
Appendix 8 Discrimination of power index 119
Appendix 9 Instrument test : Pre-test and Post-test 120 Appendix 10 Indicator in motivation questionaire of student 124 Appendix 11 Student Motivational Questioner 125 Appendix 12 Tabulation achievement and motivation Exp. Class I 127 Appendix 13 Tabulation achievement and Motivation in Exp. Class II 128 Appendix 14 Homogeneity Test in Experimental Class I and II 129
Appendix 15 Hypothesis Data Test 130
Appendix 16 Calculation of improvement of learning (gain) 135
Appendix 17 Product Moment Value 137
1
CHAPTER I
INTRODUCTION
1.1. Background
International Networking (Internet) users are forecast to exceed 100 million
in Indonesia (Desnet, 2015). These are very fantastic numbers. Most user are
among students, employees, businessmen, even housewives with at the level of
the age that is accessed through gadgets such as mobile phones and notebook
(Antaranews, 2014). Most internet users are dominated by teens aged 15-19
expressed by the research of Taylor (Kompas, 2015). Internet was accessed in
anywhere, anytime, and any way. Those were facilitated in educational
institutions, offices, recreation, shopping, and even cafe which are free. This
phenomenon is the effect of the technological developments that make it as
lifestyle, business, interact, socialize, learn, and get information.
Internet is often described as the basis of the ―information super highway‖,
which is being discussed at different levels in nearly all the media (Redl et all,
1996). Internet has also become a major reference for accessing news and
information that is massive in various sectors of life. Even pens and paper for
students has turned into Facebook, Twitter, Line, Whats Up, Instagram, YouTube,
Google, Wikipedia, and others. Internet users are most teenagers are still at the
age of junior high and high school that so ambitious in seeking information and
accessing information through the Internet. Djoko Agung Harijadi as a
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Internet use by children and adolescents, seeking information, friendship and
entertainment (Kominfo, 2015). Based Survey that most teenagers use internet as
e-mail (59%), instant messaging (59%) and social networking (58%). In addition,
they also frequently use a search engine (56%), access online news (47%),
blogging (36%) and play online games (35%). It gives a serious influence. This
influence is evidenced in a study conducted by Aryn Karpinski of researchers
from Ohio State University, showed that students' learning time taken by
immersion in a social media site that is particularly popular among FB
(Facebook). They said that their study time has been consumed. The average
student FB users lose time between 1-5 hours to 11-15 hours of study time per
week to play FB (Ridhota, 2013).
The development of information technology and system-based online can
be effective and efficient ways to use as a learning for students. These are gives
most benefits for learning. A variety of diverse emerging computer-based
learning, include computer based learning (CBL), online learning or Web Based
Learning, E-learning, Distance learning, and etc. So, most of educator discuss
about ―online education‖. Steve Mccarty explain that : ―Online education‖ also
refers to learning methods that at least partly utilize the information and
communication technologies (ICTs) available through the internet. Given the
explosive growth of specialized knowledge and paradigm shifts in educational
approaches, lifelong education is needed above all by educators themselves. For
online educators not to replicate the classroom but to take advantage of new
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renewed professional development for educators in virtually all fields of enquiry
is also necessary. Educators are thus utilizing the internet for professional
networking regionally and globally to learn from one another about the new media
and their applications to education (Mccarty, 2006).
As an important pedagogical component in teaching and learning
dynamics, classroom assessment in web-based learning environment can be
practiced to reflect the shift. Technology has provided opportunities for online
assessment to be more Student Centered Learning (CTL) to promote self-directed
learning, and to increase learner autonomy. Practicing ―assessment for learning‖
can cultivate student ownership, and will impact effort and achievement
eventually (Xin and Kim , 2004).
In government regulation, number 13 in 2015 on the Standard Assessment
of education in primary and secondary education consist of: 1) assessment of
learning outcomes by educators; 2) assessment of learning outcomes by
educational units; and 3) assessment of learning outcomes by the Government
(kemendikbud, 2015). Assessment of learning outcomes by educators is the
important and continuous with the final round of assessment by the education unit
and the government. Therefore, the accuracy of methods in assessment of learning
outcomes, indicators used, and the type or the tool has a major role in determining
the success of the assessment.
Programmed for International Study Assessment (PISA) ranked Indonesia
as one of the countries with the lowest ranking in the achievement of quality
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that is suspected to be the cause of the lack of science. Among of the science is
chemistry. There are many reasons for students finding chemistry difficult to
learn. The number one reason why students fail chemistry is that they do not work
enough problems. Teacher-related factors and school environment such as
attitude, time, remuneration, laboratory adequacy and others, exert remarkable
influence on students’ positive achievement in chemistry (Silberman, 1981).
Formative assessment can play a powerful role in the learning experience,
moving an average student, for instance, to the top third of the class – but only if
certain conditions are satisfied. Student tasks needed to be aligned, or on target,
with learning goals, and students need to receive meaningful and timely feedback
on their performance, as well as targeted follow-up work (Wilson and Kathleen,
2006). Outcome of any formative assessment should be one that ultimately helps
improve learning, it has been suggested that there should be focus on three
specific drivers when designing any formative assessment: using a method to
inform students of gaps in their learning; familiarizing students with the
expectations of summative assessments; and providing feedback that guides the
direction of student. Such lower-stakes formative assessments establish a more
comfortable learning environment and increase students’ potential for success on
the summative final (Cherem, 2011). Students should also be educated about the
use of formative assessment to help them to take advantage of the opportunities
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Homework, or a homework assignment, is a set of tasks assigned
to students by their teachers to be completed outside the class. Wilson, Jan, and
John Rhodes explain that :―Homework is very important to improve students
learning and skill. But Teachers are finding that a number of students do not
complete homework assignments for various reasons, and have long experienced
the frustration of students who do not or will not complete their homework
assignments. Based on the research of Wilson and John Rhodes that Not
surprisingly, 73% of the freshmen agreed that they do not like homework, 84%
thought it was boring, and 87% felt that teachers assigned too much each night
(Jan and John, 2010).
Whereas, homework have the relationship to student’s achievement,
reinforce what they learn, prepare for complex lesson, and give the opportunity to
parents about children’s education. Understand about the subject learning need
more assignment by homework frequently repeated. Rose explained that the
lessons learned today will be forgotten as much as 70% within 24 hours if you do
not do a special effort to remember it means that lessons must be frequently
repeated (Rose and Malcolm, 2002). Then, research that done by Bayram and Arif
displayed a positive correlation between chemistry achievement of the students in
the first group and their science teaching attitude, and logical thinking ability. 78.4
% of the variance of chemistry achievement is explained by students’ science
teaching attitude, and logical thinking ability when doing their homework
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In traditional assessment was occurred in error measurement and the
person doing the assessment. Errors in measuring tool assessment can be
improved by developing good formative tests through the analysis of item test
which is used References Assessment Criteria (PAK) to obtain valid and reliable
test. Errors in giving the assessment are influenced by subjectivity and error to
give the assessment results. This can be corrected with a program-based
assessment as well as multimedia website that can automatically process and
calculates a score student learning outcomes (Arikunto, 2001). In addition, the
problem is in the learning process is limited to a specified time schedule and just
being in a classroom. For a long time, the main approach for teaching and learning
was mainly the didactic traditional approach, which depends on memorization
where teachers are the main source of information, and students are only passive
receivers (Indra, 2013).
Educator must create and design homework to be more attractive to doing
homework. Using of online assignments benefits the students’ success more than
offline, non-graded homework. Educators increasingly recognize that students
must learn how to develop and apply knowledge creatively, not simply remember
what they have been told. This goal requires shifting from traditional lessons
based on transmitting information toward approaches that help learners build
robust and flexible understanding. New technologies appear to hold promise in
overcoming the traditional limitations of professional development. The World
Wide Web, with its rich trove of multimedia resources, interactive tools, and
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of potential as a facilitator of teacher learning (Martha et all, 2001)
Eichler and Junelyn (2013) said that The use of online computer based
systems also provides the opportunity to create ―smart‖ homework systems that
can respond individually to students in a way not possible with handwritten
instructor graded homework, particularly for large enrollment courses where
providing individualized feedback might be logistically unfeasible. Based on this
research that using online homework systems helps prepare them for the
first-quarter general chemistry course, and subsequently improves student performance
on the final exam.
Interactive technologies provide multiple advantages and benefits for
online instructors and learners. These include of more efficient management,
collection, and transfer of assessment information; The ability to track, monitor
and document students’ activities automatically; Multiple communication tools to
facilitate and document dialogues that can be revisited as part of the learning and
assessment process; More opportunities and ways for providing feedback to
students; Vast libraries of resources and interpretive tools; Increased student
participation in discussions (i.e., more students can participate in online
asynchronous threaded discussions than in face-to-face classrooms); An increased
emphasis on student thoughts and reflections as students learn to express their
ideas in writing; More precise grading of student participation in the course
content (process) because their discussions are captured in print (Comeaux, 2006).
Edmodo is an educational technology company offering communication,
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network enables teachers to share content, distribute quizzes, assignments, and
manage communication with students, colleagues, and parents (Wikipediac, 2015).
As co-founder of Edmodo, Nic Borg provides teachers and students a secure
social network for classroom use. Edmodo provides classrooms a safe and easy
way to connect and collaborate, offering a real-time platform to exchange ideas,
share content, and access homework, grades and school notices (Ziolkowski,
2011). The collaborative environment provided by Edmodo ensures that
knowledge is no longer contained in places defined by geography and can be
shared and viewed transparently (Al-Kathiri, 2014). In Edmodo, Teachers can
create their own questions and select correct answers by using Qui and interactive
online assessment tool that is automatically graded through Edmodo. (Faison et
all, 2012).
Schools and companies are using similar technologies to address similar
problems because there is ample evidence that appropriate use of technology can
boost retention rates, reduce boredom and misbehavior, and, in many cases, cut
costs. Numerous studies have found that educational technology clearly boosts
student achievement, improves student attitudes and self-concept, and enhances
the quality of student–teacher relationships (Lagowski, 1998). Using web-based
activities contributes significantly to students’ understanding (Frailich et all,
2007).
Based on description above it is necessary to do an research in the
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establish the tittle : “The Effectiveness of Edmodo Website as a Media to Improve
Student’s Achievement and Motivation on Learning Acid Base ”.
1.2. Problem Identification
Based on the background, it can be identified that the important problems to
be observed and researched in the effectiveness of Edmodo: online homework and
formative Assessment to improve student’s achievement and motivation in
learning acid base for senior high school as below:
1. Why most students spend their time in social media that make student’s
achievement become decreasing?
2. How the online-based learning could be used as reference for improving the
learning process?
3. How classroom assessment in homework and online test learning environment
can be practiced in pedagogical component by interactive and dynamic
teaching learning?
4. How educator creates and design homework to make student be more
attractive to doing homework so that can enhance student’s achievement?
5. How the learning outcomes (i.e., perceived content knowledge, quality of
course projects, and final course grades) of students enrolled in online
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1.3. Scope of Study
Based on the problem identification, so doing the limitation of problem
below:
1. The learning material would be done for senior high school in learning acid
base related to material that suitable in second semester.
2. Design the homework and online formative test by online system in increasing
student’s academic achievement in learning acid base material.
3. Design the homework and online formative test by online system in increasing
student’s motivation in learning acid base material.
4. Student’s achievement will be measured in cognitive domain through bloom
taxonomy in learning acid base material.
1.4. Problem Statement
Based on the scope of study has been stated, the problem statement in this
research consist of:
1. Is there a significant difference of student’s achievement between online
homework and formative assessment by using edmodo website?
2. Is there a significant difference of student’s motivation between online
homework and formative assessment by using edmodo website?
3. Is there a significant correlation between achievement and motivation for
students in learning acid base by using edmodo website?
4. How much the effectiveness of edmodo website as a media to improve
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1.5. Research Objectives
The objectives of this research was used:
1. To know the effectiveness of implementation the online learning system using
edmodo website as media on learning acid base for student’s achievement in
senior high school.
2. To know the effectiveness of implementation the online learning system using
edmodo website as media in learning acid base for student’s motivation in
senior high school.
3. To find out the correlation between achievement and motivation for students
in learning acid base by edmodo website as media in learning acid base.
4. To know the effectiveness of edmodo website as a media to improve student’s
achievement and motivation on learning acid base
1.6. Research Advantage
This research is expected to be useful as follows:
1. To improve the quality of learning, especially with regard to the development
of online learning media by online system.
2. As input for teachers, prospective teachers, managers, developers, and
researchers and educational institutions that want to examine more deeply
about the development of an online learning system.
3. As consideration for teachers to use online learning system so that the teacher
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1.7. Operational Definition
1. Edmodo is an educational technology like social network in website that
company offering communication, collaboration, and share content,
distribute quizzes, assignments, and manage communication with
students, colleagues, and parents.
2. Student achievement is the outcome of education — the extent to which
a student, teacher or institution has achieved their educational goals.
3. Motivation is a theoretical construct used to explain behavior that
represents the reasons for people's actions, desires, and needs.
4. Paper and pencil test mean the students doing homework or formative
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. CONCLUSION
The conclusion of this study is based on the findings of the research results, and systematics of grain is done by paying attention to the research objectives are formulated. In this research study provides an insight into the challenges faced by policy makers, educational institutions, course developers, and learners dealing with issues of access to education The conclusions are obtained below:
1. Academic achievement of students with by using edmodo website as online homework and formative assessment is still lower or equal than using paper and pencil assignment.
2. Motivation of learners to use edmodo website as online homework and formative assessment is still lower or equal than using paper and pencil assignment.
3. Between motivation and academic community has a positive correlation with using edmodo website as educational assessment for online homework and formative assessment.
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4.2. SUGGESTION
Based on the conclusions expressed, then in accordance with the research results, researchers suggest for future research. These suggestions will focus on theoretical, empirical, and practical applications for future research. Suggestions for four distinct stakeholders would be explained below:
1. For students,
Teachers take the time at the beginning of the year and train students about proper website edmodo etiquette. Thus students become proficient in running edmodo so focus on the work test online instead distraction in its use. Teachers need to specify exactly how students should appropriately answer in edmodo, and how to communicate interactive via edmodo when ask the homework to help each other in a social constructivist setting to increase their knowledge about the content area. So students will know using of edmodo properly.
2. For teacher or Future Researcher
Similar to the students, it is highly recommended that the teachers take part in professional development of how to utilize and implement Edmodo in the classroom before expecting them to immediately begin using it. That can engage students actively in learning and being able to motivate students to learn. The timing in the time period over which long made the teacher / instructor and students become more proficient in the use of media website Edmodo. Neither are the constraints in terms of language or the mechanism in practice.
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online formative expected in the form of the essay. This was felt would improve students' critical thinking.
3. For Central Office Personnel
Edmodo does not have any fees attached in order to access and use the service. With cost a major factor for many school districts, this is a very important advantage of using Edmodo. However, because it is based on the Internet, it is important that schools have the proper bandwidths in order for the program to run smoothly. Therefore very important for schools to have enough bandwidth for the program to succeed.
In addition, Edmodo itself may be a free Internet service, but the hardware that must be used in order to access it can of course become a large ticket item for each classroom. Thirty computers or tablets for one classroom could incur a cost of several thousand dollars.
4. Programmer
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