THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS.

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THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS

STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL

PHYSICS

RESEARCH PAPER

Submitted as a Requirement to Obtain Degree of SarjanaPendidikan in

International Program on Science Education (IPSE)

Arranged by:

PiaFildzahVania

1101698

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

UNIVERSITAS PENDIDIKAN INDONESIA

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THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS

STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL

PHYSICS

Oleh

PiaFildzahVania

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas PendidikanMatematikadanPengetahuanAlam

Universitas Pendidikan Indonesia

September 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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SHEET OF LEGITIMATION

THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS

STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL

PHYSICS

By:

PiaFildzahVania

1101698

Approved and Authorized by,

Supervisor I

Dr. WawanSetiawan, M.Kom.

NIP. 196601011991031005

Supervisor II

AgusFany Chandra Wijaya, M.Pd.

NIP. 198108122005011003

Perceive,

Head of International Program on Science Education Study Program

Dr. Diana Rochintaniawati, M.Ed.

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Pia Fildzah Vania, 2015

THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS

PiaFildzahVania 1101698

International Program on Science Education ABSTRACT

This research goal is to investigate the effect of Edmodo as web-based learning in learning thermal physics in junior high school. The analysis of this researchfocused on students’ cognitive and motivation in the classroom. The method that is used in this research is experimental withpretest-posttest design. One class taken as sample in this research, the sample comes from one of international school in Padalarang.The quantitative data of this research was gained through objective test (pretest-posttest) based on Blooms Taxonomy and questioner of motivation based on ARCS Motivational Design.Data processing was done by SPSS 20.0. The result of this research shows that there are an improvement of student cognitive C2 until C5 after learning using Edmodo. The average score in pretest was 45.89 and improve to 72.63. The result of normalized gain was 0.49, it included as medium improvement.Edmodo also increase student motivation in learning thermal physic.

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ABSTRAK

Tujuan dari penelitian ini adalah untuk mencari tahu pengaruh Edmodos ebagai Web-Based Learning dalam pembelajaran Thermal Physic di sekolah menengah pertama. Penelitian ini memfokuskan kepada analisis level kognitif dan motivasi pada siswa siswi di dalam kelas. Penelitian ini menggunakan metode eksperimen dengan pretest-posttest

design.Sampel yang digunakan sebanyak satu kelas yang di ambil dari salah satu sekolah

international di daerahPadalarang. Data yang di gunakan di dapat dari objective test

(pretest-posttest) berdasarkan level kognitifdari Blooms Taxonomy dan questioner motivasi

berdasarkan ARCS Motivational Design. Data di proses menggunakan SPSS 20.0. Hasil yang di dapat dari penelitian ini menunjukan peningkatan pada level kognitif siswa mulai dari C2 hingga C5 setelah belajar menggunakan Edmodo. Rata-rata skorsiswa dalam pretest adalah 45.89 sementara dalam post test meninggkat hingga 72.63.Hasil normalized gain adalah 0.49, skor tersebut masuk ke dalam katagori peningatan medium. Edmodo juga meningkatkan motivasi siswa dalam belajar Thermal Physics.

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LIST OF TABLES

Page

Table 2.1Core Competence of Thermal Physic..………...………...…….

Table 3.1Research Design: One Group Pre-test Post-test ...………...……

Table 3.2 Statement of Classification in Motivation Questioner Based on

Criteria and Condition ...………...…...

Table 3.3Interpretation of Validity ...………...……...

Table 3.4Interpretation of Reliability………...……...………...

Table 3.5Interpretation of Difficulty Level ...………...

Table 3.6Classification of Discriminating Power ...…………..………...

Table 3.7Recapitulation of Limited Test for Student Cognitive ...……...

Table 3.8Normalized Gain Score Classification……...………...……….

Table 3.9Scoring Guidelines Likert-Score.…………...………...………

Table 4.1 Learning Scenario ...……….

Table 4.2 Summary of Student Cognitive Result ...……….

Table 4.3 Recapitulation of Student Cognitive Domain Of Bloom’s

Taxonomy ..………

Table 4.4 The Summary of Student’s statistical Test ………..

Table 4.5 Average Score in Each Condition ...………

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LIST OF FIGURES

Page

Figure 2.1 Interface eFront ...………..…....………...………....

Figure 2.2 Interface Edmodo...………...………..………...……...

Figure 2.3 Sign up Edmodo for Teacher……….

Figure 2.4 Sign up Edmodo for Student………... Figure 2.5 Requesting the class in Edmodo………. Figure 2.6 Edmodo Home for Student………. Figure 2.7 Edmodo Home for Teacher………. Figure 2.8 Quiz in Edmodo………..

Figure 3.1Research Scheme ...………....……..………...……….

Figure 4.1 The implementation of Edmodo ...……….

Figure 4.2 Students Activity in Edmodo ...………..

Figure 4.3 Graphic of Student Cognitive Result.………

Figure 4.4 Classroom Situation Using Edmodo ………..

Figure 4.5 Pre-test Conducted in Edmodo

...………...Figure 4.6 Comparison ARCS Situation

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LIST OF APPENDICES

Page

A. INSTRUCTIONAL TOOLS

Appendix A.1LessonPlan ………

Appendix A.2 Student’s Worksheet …….………...

Appendix A.3Booklet how to use Edmodo………...

B. RESEARCH INSTRUMENT

Appendix B.1 The Result from Expert Judgment ..……….………...

Appendix B.2CognitiveInstrument ……….……….

B.2.1 Result From Anatest ………

B.2.2 The Blue Print of Cognitive Test ...……….

Appendix B.3 Motivation Instrument ...………...….……..…...

B.3.1 Blueprint of StudentMotivationQuestioner ...………

C. RESULT OF RESEARCH DATA

AppendixC.1 Recapitulation Of Student Cognitive ...………..

C.1.1 Pretest Data Result ...………...

C.1.2 Posttest Data Result ……….

Appendix C2 Recapitulation Of Student Motivation Questioner ……..

C.2.1 The Result Of Attention Question ...………

C.2.2 The Result Of Relevace Question ...………

C.2.3 The Result Of Confidence Question ...………

C.2.4 The Result Of Satisfaction Question ...………

D. DOCUMENTATION

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CHAPTER I

INTRODUCTION

A. Background

Technology always develop every time, technology helps us to do

everything, even in education. Technology today can influence education

system, the way of teaching and how student get the information.Using

technology hopefully can make every student has a change to get proper

education.T_{hecurrent generation of students, commonly referred to as} “NetGen” learners, grew up surrounded bytechnology and bombarded by

continuous technological advancements. Computers, multimedia, theInternet,

cell phones, and computer games were and continue to be a central and

intuitive part of theirlife (P_{ergola and Walters). That situation not happen in all}

school, some school have not use technology in their learning process. In

Indonesia, only some school that has been integrated between learning process

at school and technology that using internet.

The development of multimedia technology has changed the way people

learn, obtain various information as well as in interpreting information (Ziden

and Rahman, 2013). The use of the interactive learning environment begins

with an instructor uploading a set of lecture slides and setting up an interactive

learning session. This task may include adding quiz questions and the lecture

session preferences prior to entering the classroom. The instructor has an

expanded user interface that provides access to these administrative functions

such as uploading slideshows, creating quizzes, and enabling or disabling

interactive features (Chao, Parker and Fontana, 2011). Student can access the

materials or information every time and everywhere as long as there is an

internet. This is a good idea if we develop this concept into Indonesia

education system because children in Indonesia can access the materials

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In learning science concept, sometimes the student find difficulty in

learning. By using this web-based learning, the student can choose the time for

learn and they can use their own gadget to access the materials. Web-based

learning also can increase the student motivation in learning. Today, some

student lazy to learn because the traditional method that use is not match with

the development of technology.

In this research the authors try to find out the effect of Edmodo towards

student cognitive and motivation while learning thermal physic.Edmodois an

educational technology that teacher, student and parent can use. By this

application, teacher can share information, materials of teaching, task for the

student, and also exam.

Teacher can track student performance and give score to the student. The

student can access the materials every time, chat with their friends and doing

online quiz.This research will try to measure student students’ cognitive that is

measured in this research involves level cognitive, understanding (C2),

applying (C3) and analysing (C4) based on Taxonomy Bloom (Anderson et

al., 2001).

To teach thermal physic,Edmodo can be used as an additional media,

teacher can put all materials on the Edmodo and the student can access it

before start the class or at home. In this topic teacher will do some classroom

activity and quiz. There are some sources that teacher will put in Edmodo,

there are video, articles, question and quiz. Teacher will ask the student to

access Edmodo before come to classroom. Student can easily access the

source of the lesson and can repeat it every time student need. There are

several advantages if teacher use Edmodo than the other media, Edmodo is

easy to use for teacher and student, teacher can put note, quiz, polling, alert

and student can access it everytime. By using Edmodo, the student can

improve their motivation in learning, while the motivation increase, the

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B. Research Problem

The research problem of this study is “Is there any Effect ofEdmodo as

Web Based Learning towards Student Cognitive and Motivation in Learning

Thermal Physic?”

Elaborating the research problem, there are some research questions that

are derived from, there are:

a. How is the Effect of Edmodo as Web Based Learning Towards Student

Cognitive in Learning Thermal Physic?

b. How is the Effect of Edmodo as Web Based Learning Towards Student

Motivation in Learning Thermal Physic?

C. Research Objectives

This research objective is specified as follow:

a. To analyse the effect of Edmodo as web based learningtoward student

cognitive in learning thermal physic.

b. To analyse the effect of Edmodo as web based learningtoward student

motivation in learning thermal physic.

D. Limitation of Problem

In order to make the research become more focused, the problem is limited

as follow:

The analysis of the implementation of edmodo in learning thermal physic

in this study is investigated in term of the implementation of Edmodo in

home and school on an activity as lesson plan, of which the contribution

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E. Research Benefit

The results of this study are expected to provide the following benefits:

a. For teacher, by this research teacher can improve their teaching by using

web-based learning as a media, teacher also can share their knowledge;

teacher to teacher, teacher to student using web-based learning.

b. For student, by this research student can find another way to learn and try

new way using internet or web-based learning.

c. Another researcher, this research can be used as a reference and for

another research in the future.

F. Organization Structure of Research Paper

In order to get organized structure of paper, this research paper is

arranged based on the following organization structure:

1. Chapter I : Introduction

This chapter describes about the background of the research and continue

to the problem proposed as well as its limitation. This chapteralso

explains the research objective and also research benefit for other

researcherthat has the same field of study.

2. Chapter II:Literature Review

This chapter explaines some literatures and supportive theories of the

research. The information about web-based learning, Edmodo, student

cognitive on Taxonomy Blooms, student motivation using ARCS model

by Keller and the thermal physic as the topic.

3. Chapter III : Methodology

This chapter explaines aboutmethod and design that used in this research,

population and sample that used, operational definition, assumption, how

the data are be collected, the instruments used, the research procedure

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4. Chapter IV : Result and Discussion

In this chapter, the data that has been collected are discussed and analyse

as a result of the research.

5. Chapter V : Conclusion and Recommendation

This is the last chapter of this research, all of research questions are

concluded based on the result. The suggestion of this research comes

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CHAPTER III

METHODOLOGY

A. Research Method and Design

The research method is used as scientific way to get the data with the

purpose and specific uses. Research method and research design in this study

will be described as follow:

1. Research Method

This research using weak experimental method, According to

Fraenkel and Wallen (2009), weak experimental design is design that are “weak” do not have built-in controls for threat to internal validity. In addition to the independent variable, there are a number of other plausible

explanations for any outcomes that occur.

2. Research Design

This research using One-Group Pretest-PosttestDesign according to

Fraenkel and Wallen (2006). In the one-group pretest-posttest design, a

single group is measured or observed not only after being exposed to a

treatment of some sort, but also before. A diagram of this design is as

follows:

Table 3.1 Research Design: The One-Group Pretest-Posttest Design

O X O

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B. Population and Sample

1. Research Location and Period

The location of this research was in one international school in

Bandung Barat in the school period of 2014/2015. The school used

Cambridge curriculum combine with 2006 Curriculum of Indonesia. This

school using Englishas main language in the teaching learning process.

2. Population and Sample

The population in this research was 7th grade students. The sample was

one class in seventh grade. The sample was all of cognitive abilities and

motivation on thermal physic chapter in one class. Sampling were selected by

purposive sampling technique according to Fraenkel and Wallen (2007)

because the researcher choose sample based on the specific purpose namely

having internet and gadget as media to learn this topic.

C. Assumption

The assumption as the foundation of this study as follow

1. Web-based educations introduce the student to a much richer variety of text,

external links, audios, and videos to the virtual classroom.

2. For student Edmodo is very effective learning tool.

3. Web based learning may useful tool to reach a wider range of student ability

levels, as average grade did not appear to influence student learning

performance.

D. Hypothesis

Hypothesis that is tested in this study are as follow:

H0 : There is no difference of students cognitive and students’ motivation in

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H1 : There is difference of students cognitive and students’ motivation in

learning thermal physic using Edmodo as Web-Based Learning.

E. OperationalDefinition

In order to avoid the misconception in this research. Some operational

definitions are explained in this research. Those terminologies are explained as

follow:

1. Learning activities using Web-Bases Learning conducted by using Edmodo.

2. Cognitive level in this research is competence of students that covers the

level cognitive such as understanding (C2), applying (C3) andanalysing (C4),

based on Taxonomy Bloom (Anderson et al., 2001). This competence is

measured by using multiple choice questions (pre-test and post-test).

3. Students’ motivation in this research is referring to ARCS model by Keller.

ARCS model consist of attention, relevance, confidence, satisfaction. Data

obtained through questionnaire that is adjusted with ARCS model.

F. Research instrument

In this research, instrument is necessary to be used for gaining data.

There are two types instrument that are used in this research. Those instruments

are described below.

1. Objective test

Objective test in a form of multiple choice questions is used to measure students’ cognitive before and after used Edmodo as web-based learning in thermal physic topic. Pretest used to see student prior

knowledge about the thermal physic and posttest to see student

improvement after using Edmodo.There are three cognitive domains that

will be used in multiple choice questions, there are understanding (C2),

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2. Questioner of Motivation

To see improvement of student motivation, this research used

Motivational design by Keller to see student motivation, there are 36

statement which distributed into four category with positive and negative

statement. The data will collect by score that student give. The range of

score that student can choose from 1 until 5. The classification of

statement present in table 3.2.

Table 3.2 Statement Classification in Motivation Questionnaire Based On Criteria and Conditions

No Condition

G. Instrument Development

The objective test in form of multiple choices will be analyzing using

ANATES 4.9.0 statistical software. All of the test items after analyzed and

judged by the expert will be tested to the students. The result of the test items

after tested will be used, revised or deleted.

There are some aspects that must be analyzed while making the objective

test, there are:

1. Validity

To get valid result of the activity, the instrument that will be used must

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validity. Content validity has a relation with the instrument, the content or

materials will be put in the content validity. To determine the number of

validity, it is done with the product moment correlation equation as follows.

� = −

2− 2 2− 2

Where,

rxy = coefficientcorrelation or item validity

ƩX = sum of total score of all students for each question item ƩY = sum of total score of all students for whole test

N = total number of students

X = score of each student for each question item

Y = total score of each student

The validity interpretation is represented in the table below.

Table 3.3 Interpretation of Validity

No. Value rxy Criteria

1 0.80 <_r≤_1.00 Very High

2 0.60 <_r≤_0.80 High

3 0.40 <_r≤_0.60 Fair

4 0.20 <_r≤_0.40 Low

5 0.00 <_r≤_0.20 Very Low

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2. Reliability

Reliability is a measurement which stated about consistence of the

measurement tools that used. (Arikunto, 2013) states that the reliability

tends to a definition about trust instrument which is used as collecting data

tools.

To define the reliability of objective test, alpha formula will be used as

a formula because the question using multiple question.

Where,

r11 : Instrument reliability

n : Amount of question



2

i

 : Amount of variant score in each item

2 i

 : Varian total

The reliability interpretation is represented in the table below.

Table 3.4 Interpretation of Reliability

No. Reliability Coefficient Criteria

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3. Difficulty Level

Level of difficulty here means level of difficulty of the student’s but not from teacher perspective, the good question are the question that is not to

hard for the student but also not too easy to be answered.

To show the difficulty level of the question, difficulty index can be

used to show the difficulty level of question. The range of level of difficulty

is from 0,00 to 1,00. The lower the index, then the more difficult the

question and vice versa.

To find out the difficulty index the formula that is used is shown below:

JS B P

Where,

P : Difficulty index

B : Number of students who answer the question correctly

JS : Number of all students who join the test

The classification of difficulty level is represented in the table

below.

Table 3.5 Interpretation of Difficulty Level

No. Difficulty Value Criteria

1 0.00 – 0.30 Difficult

2 0.30 – 0.70 Medium

3 0.70 – 1.00 Easy

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4. Discriminating Power

Discriminating power means an ability of question to discriminate

between high-achiever students and low-achiever students (Arikunto, 2013).

The question that can be answered both from high-achiever and the

low-achiever student is not good question because it is too easy to answer.

Otherwise, the question that cannot be answered both of them is also not good

question because it is too hard for the student. Number that shows

discriminating power is called as discriminant index (D). Discriminant index

range is about 0,00 to 1,00. Good questions will have discriminant index

between 0,4 and 0,7 (Arikunto, 2013).

The formula of discriminant index is

B

D : Discriminating Power (Discriminant Index)

A

B : Number of high-achiever students which answer the question correctly

B

B : Number of low-achiever students which answer the question correctly

A

J : Total of students in upper group

B

J : Total of students in lower group

A

P : Proportion of upper group who answer question correctly

B

P : Proportion of lower group who answer question correctly

P is level difficulty

To determine whether the discrimination index is a good or not, it can be

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Table 3.6Classification of discriminating power (discriminant index)

D Classification

choose the same answer with student that did not understand that is mean that

is not good distractor. A good distractor at least chosen by 5% of the student

that joined the test (Arikunto, 2013).

6. Recap Result

Before using objective test in the class, the objective test should be tested

in form of validation, reliability, distraction level, discriminator power and

distractor. The test using ANATEST, the recapitulation of test presented on

table 3.7 below.

Table 3.7 Recapitulation of Limited Test for Students’ Cognitive Question

10 Negative Negative Difficult Revised

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Question

16 Negative Negative Difficult Revised

17 Good Low Medium Revised

Difficult Revised

24 Good Low Difficult Revised

25 Good Low Medium Revised

H. Data analysis

In this research the data processed in quantitative. The data that gain from

experiment processed to measure cognitive aspect and student motivation. Data

that used for cognitive aspect collected from student score in pretest and

posttestmeanwhile, for student motivation the data taken from questioner of

student motivation.

1. Data Analysis Toward Student Cognitive Aspect

Quantitative data analysis done by Microsoft excel and SPSS 2.0, in

order to determine the score of pretest and posttest from student. Of data will be

processed as the following explanation.

a. Score test item

Pre-test Post-test that is used in this research combine between test

that conducted in Edmodo and test that using paper test. Pretest conducted

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that cannot use Edmodo, test item given in paper test. Each number that

correct given by 5 point and if wrong 0 point. Question that given in

posttest same question with pretest and conducted using paper test.

b. Calculation of gain score and normalized gain

The result of score test item will be processed using SPSS 20.0 to

find gain score and normalized gain score. Gain score is the gap between

pretest and posttest while normalized gain used to find the improvement

categorize. According to Hake, here this the formulas:

� =� − ��

Description:

G: Gain Score

Sf: Average Post-test Score

Si: Average Pre-test

The calculation of gain score used to see whether the Edmodo give

a significant positive impact or not. Normalized gain calculation used to

find and the improvement of Edmodo. Normalized gain of each student

(g) determines by followings this formula:

= �

� � =

� − �� − �� Description:

<g> : Normalized Gain

G : Gain Score

Sf : Average Post-test

Si : Average Pre-test

Result from normalized gain will categorized by 3 classifications

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Table 3.8 Normalized Gain Score Classification

Value Categories

<g>>0.7 Low

0.7><g><0.3 Medium

<g><0.3 High

c. Normality test

Parametric assume that each variable in this research has a normal

distribution. Normality test use to see whether the data has normal

distribution or not. This research using SPSS 20.0 to test normality,

Kolmogorov-smirnov with significant level (α) is 0.05. when significant

value of Kolmogorov-smirnov>0.05 H0 will accepted and when value

<0,05 H0 will rejected the hypothesis like shown below.

H0 : Sample comes from population that has normal distribution.

H1 : Sample comes from population that has not normal distribution.

d. Wilcoxon test

Wilcoxon test chosen because the number of sample that used less

than 30 samples. This test used to compare two groups that related each

other. H0 rejected if significant p-value < 0.05 with hypothesis:

H0: There is no difference of students cognitive and students’ motivation

in learning thermal physic using Edmodo as Web-Based Learning.

H1: There is difference of students cognitive and students’ motivation in

learning thermal physic using Edmodo as Web-Based Learning.

e. Data Analysis for Student Motivation

Quantitative data analysis done by Microsoft excel. The data taken

from student questioner of motivation. There are 36 statement with 5

number of likert-scale that student can choose. The statement classifies

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on Keller. The statement also divided into positive and negative , and each

statement has score. The score for each statement is given in table 3.9.

Table 3.9 Scoring Guidelines likert-score

Statement strongly

agree

Agree Hesitate Disagree Strongly

Disagree

Positive 5 4 3 2 1

Negative 1 2 3 4 5

I. Research Procedure

1. Preparation Stage

In this stage, the researcher conduct several stages that support the

research, the steps will be explained as follow:

a. Analysis of ,

1) Analysis of Cambridge Curriculum,

2) Analysis of Edmodo,

3) Analysis of WBL,

4) Analysis of student cognitive,

5) Analysis of student motivation.

b. Arranged the research instrument and being judged by the expert (pretest –posttest and questioner).

c. Revised of research instrument after having suggestion.

d. Try out of research instrument.

2. Implementation stage

The stage explains the step of how research will be implemented, it

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a. To see student prior knowledge, pretest will be conducted in the first

meeting of the classroom.

b. Processing pretest result.

c. Implementation Web-Based Learning model using Edmodo in the

classroom while learning thermal physic.

d. Posttest will be conducted to see student improvement after using

Edmodo as Web-Based Learning while learning thermal physic.

3. Completion stage

This is the final stage of the research design, the step that will be

conducted in this stage will be explained as the following steps:

a. Analyze the result of the whole research from based on the instrument

result.

b. Conclude for the data analysis result.

J. Research Scheme

Scheme of research is a view how is the research conducted. Starting

from preparation, implementation, and analysis and conclusion stages. Detailed

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Motivation

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CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

Research of implementation of Edmodo as web-based learning has been

conducted systematically, based on the research result it is acquired some

conclusions as follows:

1. The implementation of Edmodo in the classroom resulteda positive effect in

student cognitive and student motivation.

2. Implementation of Edmodo as web-based learning in learning thermal physic

can improve student cognitive,can be noticed by the results of each cognitive

level that increase from pre-test to post-test and also the normalized gain

shown medium improvement.

3. The implementation of Edmodo also affected to student motivation in learning

thermal physic, this can be noticed from the result of student motivation

questioner. The result from the motivation questioner included as satisfied

motivated.

B. Recommendation

Based on the findings of the research that has been conducted and

concluded, there are several recommendations that necessary to be conveyed by

the researcher. It will be described as follow.

1. Web-based learning in the classroom or at home can be used as an

alternative in teaching thermal physics.

2. Teacher supervision outside the classroom, it is necessary to make sure

every student access Edmodo and collect the task.

3. More session and meetings can be considered when the implement Edmodo

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4. The recommendation of improvement in students activity as the result of this

research could be applied in the future research.

5. Since this study was conducted in physics topic, it is recommended for

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