THE EFFECT OF INTERACTIVE DIGITAL MODULE, SELF EFFICACY AND DORMITORY PROGRAM ON STUDENTS’ LEARNING ACHIEVEMENT, RETENTION, AUTONOMY AND ACTIVITY IN GRADE XI IA AT SMAN 2 BALIGE.

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First of all, I would like to praise and gratitude to God Almighty for His

gracious and merciful that has given the health and strength to me so that this thesis

entitled The Effect of Interactive Digital Module, Self Efficacy, and Dormitory Program on Students’ Learning Achievement, Retention, Autonomy and Activity on Human Digestive System in Grade XI IA SMAN 2 Balige at A.Y. 2014/2015 can be

completed properly in accordance with the planned time.

During writing this thesis, the writer had the guidance, assistance and prayer

support from the various parties. Sincere thanks should always be offered to my

beloved parents Harmonis Tarigan and Sarioni Ginting, BA for their encouragement,

support and motivation during writing this thesis. I would like to express my genuine

gratitude to my supervisor Prof.Dr.Herbert Sipahutar, M.S, M.Sc and Dr.Fauziyah

Harahap, M.Si who have given great support to me throughout my research. This study wouldn’t be possible without their suggestions and guidance. They did not only contribute through valuable advice and criticism, but also provided strength by

encouragement and moral incentive.

Thanks are also due to the head and the secretary of Biology Education Study

Program: Dr. Hasruddin, M.Pd and Dr.Hj.Fauziyah Harahap, M.Si and also the Staff,

Anna for their commitment to facilitate the students of Postgraduate Program of

Biology Education and for their trust that provided me confidence. Last but not least,

the I am greatly thankful to all my friends and colleagues of biology class B2.

Therefore, the author would like thank profusely to :

1) Prof. Dr. Abdul Muin Sibuea, M.Pd as the Director of Post Graduate

Program of Medan State University who has allowed the authors to carry out

research.

2) Lecturers of Biology Study Program in Post Graduate of Medan State

University which have provided knowledge to the author during the lectures.

3) Prof. Dr. Busmin Gurning, M.Pd, Syarifuddin, M.Sc, Ph.D and

Dr. Hasruddin, M.Pd as the lecturer team of examiners for their suggestion

and constructive criticisms for the revision of this thesis.

4) All of the staff in Post Graduate Biology Study Program, State University of

Medan who have given the knowledge that are useful for the author during

academic program.

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5) Head of Education and Culture Ministry Tobasa, Drs. Lalo Hartono

Simanjuntak who has given permission for author for doing research in

SMAN 2 Balige.

6) Principal of SMA Negeri 2 Balige, Aldon Samosir, S.Pd, M.Si for his

kindness to allow author in conducting this research at SMAN 2 Balige.

7) Rohani Siburian, S.Pd, M.Si and Kanada Siregar, S.Pd as biology teacher

in SMAN 2 who have helped me in conducting the study.

8) Students of Class XI IA 1 - XI IA 6 SMAN 2 Balige who have received the

presence of author during research in these classes.

9) Author also says thank for principal of SMAN 1 Berastagi, Alberto

Colia,M.Pd who has given permission to validate the instrument tests and

Dra. S.Ginting, M.Si as biology teacher who helped me in validating the

research instrument and also Class XII IA 1-4 of SMAN 1 Berastagi who have

received a good response for answering the instruments tested.

10)Author also says thank for principal of Noble School, Farida, S.E, M.BA

who has allowed me for doing research in SMAN 1 Berastagi and SMAN 2

Balige.

11)All my friends especially for Yosafat Barus, Ns, M.Kep for his motivation,

kindness and encouragement to author.

12)The rest who are too many to mention, but who have never felt bored of

reminding me to complete this thesis.

Finally, I hope suggestions and critics from the readers in order to revise this

thesis. Hopefully, this thesis can be useful and give functions for the readers’ knowledges especially about the development of interactive digital textbook and its

effect in learning.

Medan, April 2015 Writer,

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Penelitan ini bertujuan untuk: (1) Mengembangkan modul pembelajaran digital interaktif, elektronik dan teks yang dikembangkan pada materi sistem pencernaan untuk kelas XI IA SMA; (2) Mengetahui pengaruh modul pembelajaran; efikasi diri dan program asrama terhadap hasil belajar, memori retensi, kemandirian dan aktivitas belajar. Metode penelitian adalah penelitian pengembangan model Dick and Carey dan eksperimen kuasi dengan teknik analisis data menggunakan uji Anova Tiga Jalur, Anova Satu Jalur dan uji-t.

Subjek uji coba modul pembelajaran terdiri dari dua ahli materi pelajaran Biologi, dua ahli modul pembelajaran, satu ahli media pembelajaran elektronik, tiga siswa untuk uji perorangan, sepuluh siswa dan guru untuk uji kelompok kecil, tiga puluh siswa SMAN 1 Berastagi untuk uji kelompok sedang dan 60 siswa SMAN 2 Balige untuk uji kelompok besar. Data kualitas dari produk pengembangan dikumpulkan menggunakan angket. Sampel dalam penelitian eksperimen terdiri dari 6 kelas (total sampling method). Instrumen pengumpulan data menggunakan: (1) Angket efikasi diri, kemandirian dan aktivitas belajar dalam bentuk pernyataan tertutup dengan skala Likert 1-4; (2) Tes hasil belajar dan retensi belajar dalam bentuk pilihan ganda berjumlah 30 item.

Hasil penelitian menunjukkan bahwa: (1) Uji ahli materi, modul pembelajaran dan media pembelajaran berada pada kriteria sangat layak (88,30%, 93,98%, 88,25%); (4) Uji kelompok besar untuk modul pembelajaran interaktif, elektronik dan teks berturut-turut yaitu 92,53%, 86,064%, 81,355% berada pada kriteria sangat layak; (5) Uji kelompok sedang yaitu 84,59%, 80,18%, 76,56% berada pada kriteria layak; (6) Uji kelompok kecil yaitu 75,71%, 73,20%, 71,19% berada pada kriteria layak.

Hasil penelitian eksperimen menunjukkan terdapat pengaruh: (1) modul pembela-jaran terhadap hasil belajar (p=0.000), retensi (p=0.000), kemandirian belajar siswa (p=0.000) dan aktivitas belajar (p=0.000); (2) efikasi diri terhadap kemandirian belajar siswa (p=0.02);

(3) program asrama terhadap aktivitas belajar dan kemandirian belajar siswa (p=0.000); (4) interaksi program asrama dan efikasi diri terhadap kemandirian belajar (p=0.000); (5) interaksi modul pembelajaran dan efikasi diri terhadap kemandirian belajar (p=0.002) dan

aktivitas belajar (p=0.004); (6) interaksi modul pembelajaran dan program asrama terhadap retensi dan aktivitas belajar (p=0.000); (7) interaksi modul pembelajaran, efikasi diri dan program asrama terhadap aktivitas belajar (p=0.007). Penelitian eksperimen menunjukkan tidak terdapat pengaruh: (1) efikasi diri terhadap hasil belajar, retensi dan aktivitas belajar (2) program asrama terhadap hasil belajar dan retensi; (3) Meskipun demikian kemampuan interpretasi informasi siswa yang memiliki efikasi diri tinggi lebih tinggi dibandingkan dengan kemampuan siswa yang memiliki efikasi diri rendah.

Kata Kunci: Aktivitas Belajar, Efikasi Diri, Hasil Belajar, Kemandirian Belajar, Modul Pembelajaran, Retensi, Sistem Pencernaan

ABSTRAK

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This research has aims to: (1) Develop the interactive digital, electronic and text learning modules and (2) Investigate the effect of learning modules; self efficacy; dormitory program on students’ learning achievement, autonomy, activities and memory retention. The research method is the development with Dick and Carey model and quasi-experiments with data analysis techniques using Three Ways and One Way Anova, t-test.

Subject of learning module assessment consists of two Biology matter experts, two learning module experts, one electronic media expert, three students for individual trials, ten students and teachers as small group testing, thirty students of SMAN 1 Berastagi for medium group testing and 60 students of SMAN 2 Balige as large group testing. Quality data of product developed were collected using questionnaires. Samples of this experiment were all 6 classes (total sampling method). Instruments for data collection were taken by using: (1) Self-efficacy, learning autonomy and activity questionnaire in closed statements with Likert scale 1-4; (2) Test of learning achievement and retention in 30 multiple choice items.

The results of developmental research showed that: (1) Module assessment by matter, learning modules and media experts were very decent criteria (88.30%, 93.98%, 88.25%); (2) Large group testing of interactive, electronic and text learning modules, respectively were 92.53%, 86.064%, 81.355% belong to very decent criteria; (3) Medium group testing respectively were 84.59%, 80.18%, 76.56% belong to decent criteria; (6) Small group testing respectively were 75.71%, 73.20%, 71.19% belong to decent criteria.

The results of experimental studies indicated there was an effect of : (1) learning modules on learning achievement (p = 0.000), retention (p = 0.000), learning autonomy (p = 0.000) and learning activities (p = 0.000);(2) self efficacy on learning autonomy (p = 0.02) (3) dormitory program on learning activities and autonomy (p = 0.000); (4) interaction of boarding program and self efficacy on learning autonomy (p = 0.000); (5) interaction of

learning modules and self efficacy on learning autonomy (p = 0.002) and activities (p = 0.004); (6) interaction of learning modules and dormitory program on retention and

learning activities (p = 0.000);(7) interaction of learning modules, self-efficacy and dormitory program on learning activities (p = 0.007). There was not effect of: (1) self-efficacy on learning achievement, retention and learning activities; (2) dormitory program on learning achievement and retention. However the ability of information interpretation of students who had high self-efficacy were higher than the ability of the students who had low self-efficacy.

Keywords: Digestive System, Learning Achievement, Learning Activity, Learning Autonomy, Learning Module, Retention

ABSTRACT

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LIST OF TABLES

Page Table 2.1 Combination of self-efficacy with environment 36

as a predictor of behaviour

Table 3.1 Number of student population class XI IA

SMAN 2 Balige at A.Y. 2014/2015 62

Table 3.2 Number of dorm student’s population

class XI IA at A.Y. 2014/2015 63

Table 3.3 Number of non dorm student’s population

class XI IA at A.Y. 2014/2015 63

Table 3.4 The differences of modules 64

Table 3.5 Design of research 65

Table 3.6 Percentage of interactive media implementation 69

Table 3.7 Percentage of student’s skill in using computer 70

Table 3.8 Score of small group validation 74

Table 3.9 Score of medium group validation 74

Table 3.10 Score of large group validation 75

Table 3.11 Research procedures for different modules implementation 78

Table 3.12 Method of data collection 84

Table 3.13 Instrument of cognitive test developed 85

Table 3.14 Test number and sources 86

Table 3.15 Lattice of self efficacy questionnaire 87

Table 3.16 Lattice of learning autonomy questionnaire 88

Table 3.17 Lattice of learning activity questionnaire 89

Table 3.18 Memory retention instrument test used 90

Table 3.19 Lattice of student’s study time questionnaire 91

Table 3.20 Lattice of student’s response questionnaire 92

Table 3.21 Lattice of module validation for content expert 93

Table 3.22 Lattice of module validation for media expert 94

Table 3.23 List of research instrument validators 95

Table 3.24 Interpretation of reliability score 96

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Table 3.26 Criteria of item difficulty for essay question 97

Table 3.27 Criteria of item discriminant for multiple choices question 98

Table 3.28 Criteria of item discriminant for essay question 99

Table 3.29 Percentage ranges and qualitative criteria 105

Table 3.30 Interpretation of student’s response score 106

Table 3.31 Interpretation of memory retention score 107

Table 3.32 Scoring procedures for questionnaires 107

Table 3.33 Interpretation of learning autonomy, activity, time score 108

Table 3.34 Interpretation of self efficacy score 108

Table 4.1 Learning topic and sub topic of digestive system 111 Table 4.2 Module assessment result by ten teachers 117

Table 4.3 Experts’ assessment result 120

Table 4.4 Students’ assessment result 122

Table 4.5 Students’ learning response 123

Table 4.6 Standardization of research instruments 124

Table 4.7 Reliability value 124

Table 4.8 Mean of learning achievement, retention, 125 autonomy and activity

Table 4.9 Normality test of pretest, posttest, retention data 126 in digestive system topic

Table 4.10 Homogeneity test of pretest, posttest, retention data 126 in digestive system topic

Table 4.11 Students’ pretest score 127

Table 4.12 Post Hoc of learning modules, self efficacy and 133 dormitory program

Table 4.13 Post Hoc of learning modules, self efficacy and 135 dormitory program interactions

Table 4.14 Effect of students’ learning achievement, acivity, 136 autonomy and retention interaction

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Appendix 1. Need Analysis

Appendix 1.1 Interview and Observation 165

Appendix 2. Research Instruments

Appendix 2.1 Syllabus 169

Appendix 2.2 Lesson Plan and Worksheets 172

Appendix 2.3 Retention Test Instrument 242

Appendix 2.4 Rubric Score of Memory Retention Test 253

Appendix 2.5 Cognitive Test Instrument 265

Appendix 2.6 Lattice of Cognitive Test 272

Appendix 2.7 Questionnaire of Media Digital Assessment 277

Appendix 2.8 Questionnaire of Module Assessment 279

Appendix 2.9 Questionnaire of Matter Assessment 281

Appendix 2.10 Questionnaire of Student’s Assessment toward 283 Learning by using Interactive Module

Appendix 2.11 Questionnaire of Student’s Assessment toward 284 Interactive Module

Appendix 212 Questionnaire of Teacher’s Assessment toward 285 Interactive Module

Appendix 2.13 Questionnaire of Student’s Needs 286

Appendix 2.14 Questionnaire of Teacher’s Needs 288

Appendix 2.15 Interview Guide Line 290

Appendix 2.16 Questionnaire of Self Efficacy 291

Appendix 2.17 Questionnaire of Learning Autonomy 293

Appendix 2.18 Questionnaire of Student’s Activity 295

Appendix 2.19 Questionnaire of Learning Time 297

Appendix 2.20 Questionnaire of Student’s Response 299

Appendix 3. Data Analysis

Appendix 3.1 Students’ Activities in Dorm Program 303

Appendix 3.2 Result of Validity Test 306

Appendix 3.3 Result of Reliability Test 308

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Appendix 3.4 Result of Item Difficulty 310

Appendix 3.5 Result of Item Discriminant 311

Appendix 3.6 Validity and Reliability of Questionnaires 314

Appendix 3.7 Recapitulation of Students’ Mark 325

Appendix 3.8 Normality and Homogeneity Test 329

Appendix 3.9 Hypotheses Test 330

Appendix 3.10 Recapitulation of Modules Assessment 336

Appendix 4. Research Documentation

Appendix 4.1 Small Field Testing 348

Appendix 4.2 Medium Field Testing 348

Appendix 4.3 Large Field Testing 348

Appendix 4.4 Instruments Testing 349

Appendix 4.5 Teaching in the Classes 350

Appendix 5. Research Letters

Appendix 5.1 Letter of Instruments Validation from Experts 352

Appendix 5.2 Letter of Modules Validation from Experts 357

Appendix 5.3 Letter of Supervisor Decision 362

Appendix 5.4 Letter of Proposal Seminar Invitation 363

Appendix 5.5 Letter of Toefl Test 364

Appendix 5.6 Permission Letter of Modules Validation 365

Appendix 5.7 Letter of Research from Pascasarjana 366

Appendix 5.8 Letter of Research from SMAN 1 Berastagi 368

Appendix 5.9 Letter of Research from Dinas Pend.Kab.Tobasa 369

Appendix 5.10 Letter of Research from SMAN 2 Balige 370

Appendix 5.11 Letter of Thesis Examination Invitation 371

Appendix 5.12 Letter of Alumnus Biodata 372

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Abstract i

Acknowledgement iii

Table of Content v

List of Figures vii

List of Tables viii

List of Appendices x

CHAPTER I INTRODUCTION

1.1. Background of Study 1

1.2. Problems Identification 6

1.3. Scope of Study 6

1.4. Research Questions 8

1.5. Objectives of Study 9

1.6. Significances of Study 10

1.7. Operational Definitions 11

CHAPTER II REVIEW OF THE LITERATURE

2.1. Theoretical Framework 13

2.2. BSE (Buku Standar Elektronik) 24

2.3. Learning Module as Instructional Material 26

2.4. Interactive Digital Module 28

2.5. Model of Learning Module Development 33

2.6. Supporting Software 34

2.7. Concept of Self Efficacy 32

2.8. Concept of Learning Autonomy 38

2.9. Concept of Learning Activity 39

2.10. Concept of Retention 40

2.11. Digestive System Main Content 40

2.12. Previous Research 46

2.13. Framework of Thinking 48

2.14. Hypothesis 59

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CHAPTER III RESEARCH METHOD

3.1. Location and Time 62

3.2. Population and Sample 62

3.3. Research Variable 64

3.4. Research Method and Design 65

3.5. Research Procedure

3.5.1. Digital Learning Module Development 67

3.5.2. Implementation Modules at Classes 76

3.6. Control Variables 80

3.7. Technique of Data Collection 84

3.8. Instruments of Data Collection 84

3.9. Instrument Testing 95

3.10. Data Analysis 99

CHAPTER IV RESULT AND DISCUSSION

4.1. Result of Research

4.1.1. Development of Learning Modules 109

4.1.2. Description of Experimental Research 124

4.2. Discussion

4.2.1. Development of Learning Modules 137

4.2.2. Experimental Research 141

CHAPTER V CONCLUSION

5.1. Conclusion 157

5.2. Implication 160

5.3. Recommendation 160

REFERENCES 161

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THE EFFECT OF INTERACTIVE DIGITAL MODULE, SELF EFFICACY,

AND DORMITORY PROGRAM ON STUDENTS’ LEARNING

ACHIEVEMENT, RETENTION, AUTONOMY AND ACTIVITY IN GRADE XI IA AT SMAN 2 BALIGE

THESIS

Submitted to the Biology Education Study Program in Partial

Fulfillment of the Requirements for the Degree of

Magister Pendidikan Biologi

By

WENNY PINTALITNA

Register Number : 8136174032

BIOLOGY EDUCATION STUDY PROGRAM

POSTGRADUATE PROGRAM

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1

CHAPTER I INTRODUCTION

1.1Background of Study

Nowadays, information and communication technology is growing along

to globalization. The development of computer technology has given valuable

contributions to many fields, including education. In education computer

technology is used as Computer Assisted Instructional (CAI) to facilitate students

in understanding the concepts that are presented.

One of a teacher’s most challenging tasks is to accomodate teaching or instruction to the individual differences of students. Given the diversity of

students, Elliot (2000) believed that most of the methods or techniques that

teacher use to provide appropriate levels of instruction have serious drawbacks.

For instance, ability groups in which students remain in heterogenous classes can

work to the disadvantage of the far advanced or below-performing students. One important issue is matching tasks to students’ abilities or vice versa. Teachers must adapt instruction to the students’ level of knowledge and development, motivate them to learn and manage their behaviour. Consequently,

for instruction and learning to become effective , the teacher must be concerned

with the quality of instruction which means that instruction must make sense to

the students, the appropriate learning media to use, the incentive to students for

them to learn and sufficient time for learning to occur.

One instructional strategy which has recently gained is modular

instruction. According to Goldschmid (2002), a learning module is a

self-contained independent unit of a planned series of learning activities designed to

help a student accomplish certain well defined objectives. Generally considered as

one very important area of study is the world of Natural Science, one component

of which is Biology. Today, many innovations have been made to enhance the

teaching of science including Biology. One of its primary concerns is on the

research-based direction for instructional refinements in bringing the desired

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Conducting the biology lesson required a special way because the

conventional learning process which the teacher explains the subject matter and

students listen only, the impact would be less effective for the growing interest in

learning. The learning outcomes facilitated by interactive digital textbooks have

been the most solid outcomes. Digital textbook provides stimulation from

different channels such as words, pictures, sounds, animation, and images, and

can frequently help students use learning functions of different sensory organs,

and achieve the learning targets of diverse wisdom (Li,2008). Interactive learning

media help learners to memorize the lesson in the long time as the effect of

memory retention.

Students are not insensitive to the outcomes of their learning but rather

assess their academic results and try to understand their causes. They develop

epistemological theories about their learning which are some implicit assumptions

they hold about the nature of knowledge and learning (Phan, 2008). Self-efficacy

was also considered important as internal factors that encourage students to be

succeed in learning and able to determine the choices of learning activities.

Students with high self-efficacy generally be diligent and do not easily give up

when faced with difficulties in learning (Stanrock, 2009).

High sense of self efficacy increases students readiness to invest efforts in

their learning, serves them well to persist when facing difficulties and helps them

to recover more quickly after a negative attainment. Conversely, a perceived sense

of inefficacy diminishes students interest in their learning, lessens from their

capacity to resist when facing impediments and undermines their commitment to

achieving their goals.

In a related research, Schunk (1995) stated that when students are engaged

in activities, they are affected by personal (goal setting, information processing)

and situational influences (rewards, feedbacks). These provide students with idea

of how well they have learned. Self efficacy was enhanced when students

perceived they performed well. Inother words, the higher the sense of efficacy, the

greater the effort, persistence and resilience. Efficacy beliefs also trigger

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Durant (2011) writes that parental involvement in children’s schooling is

an important component of their early school success, echoing findings of Lee

and Bowen (2006) from a study of the level and impact of five types of parent involvement in elementary school children’s academic achievement by race/ethnicity, poverty, and parent educational attainment.

SMAN 2 Balige makes efforts to create the maximum educational

purposes by trying to provide a conducive learning environment in order to

produce well quality graduates. Educational programs offered SMAN 2 Balige is

dormitory program for students who wants to study in this school.

From the preliminary study, the interview with students and teachers of

class XI Science at SMAN 2 Soposurung Balige: (1) SMAN 2 Balige implements

mastery learning in class, the development of teaching materials based printed

media is not enough. Need to develop interactive digital learning modules to

develop students' cognitive abilities to increase the activity and independence of

student in learning; (2) Students had difficulty in understanding the abstract

materials. One material that was poorly understood by students was human

digestive system. Value of term assessment for human digestive system in the

academic year 2012/2013, showed that 57% of students have not reached the

minimum criteria of completeness; (3) Learning facilities and infrastructure in

SMAN 2 Soposurung Balige have been good enough. It was proved by the

availability of LCD projectors in every classroom and a computer lab but teachers

don’t use it optimally in the classroom; (4) Students are only able to answer the

questions given by the teachers both in the Bloom’s taxonomy range of C1-C3;

(5) students tend to lack confidence in their ability they have and apathy during

learning process in the classroom; (6) SMAN 2 Balige provide boarding program

for students who lived far from the location of school. Students who live in the

dormitory must follow the rules set in the dorm. (7) The use BSE as a media for

teaching is considered more convenient and simple than having to make a slide

presentation. But the figures are displayed by BSE have not been able to visualize

the concepts of the material presented especially for physiological process topic.

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computer-based multimedia can enhance students' understanding of the material

being studied (Mayer & Moreno, 2000); (8) Students have difficulties in learning

because students more tend to memorize the lesson, which have an impact on the

lack of learning memory (retention).

Alternatives that can be done to solve the above problems are designing a

study with modular instructions for students and find the influences of

self-efficacy toward students' learning outcomes and activities. One effort to improve

the quality of education is by facilitating of qualified textbooks and implementing

programs in boarding schools to improve student learning independence.

Boarding school program is intended to create a learning environment that is

conducive and enable students to more learn organized, concentrated and

independent.

Life in the dormitory requires students to abide and more discipline. The

ethical rules are important in supporting the process of independence (Benson and

Grove, 2000). Although initially the compliance was controlled by the dormitory

supervisor but along of time living in the dormitory as well as the maturity of

themselves, the compliance process evolved into decided and controlled by

themselves so that students can be more independent in learning at last it give

positive impact to learning achievement. Thus, an eventually become a major

concern in scientific inquiry, in which focuses on the pedagogical usability criteria

for evaluating the learning topic and the preparedness of students to access study

aids such as lecture recordings via traditional and digital devices.

A challanging goal was to improve student learning outcomes in basic

science especially biology courses through the introduction of innovative teaching

strategies. As such the use of computers in combination with effective teaching

strategies, has a tremendous potential in the teaching and learning processes. The

interactive learning activities allow the learner to self test their knowledge base.

One promising approach that can help students understand and learn

biology better by involving the digital textbook as multimedia presentations of

explanations in visual and verbal formats such as presenting a computer-generated

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for effective teaching and learning. It is increasingly providing richer

environments for learning in a wide variety of formats that explains how a causal

system works and one rationale for this trend is the assumption that multimedia has

properties that can aid learning, particularly the learning of abstract subject matter.

Research conducted by Willerman and Harg (2002) which implement

learning media on the matter pollution reported that students become active in the

learning process. According Priyanto (2012) textbook can support the

implementation of student centered learning, where as the learning paradigm in

schools more focused on student as the subject of learning and teacher acts only as

a facilitator.

Learning biology in secondary school had a lot of difficulties. Michael

(2007) found factors cause physiological material is considered difficult and

complicated such as the characteristics of biological materials to be studied, how

to teach the learning topic. The existence of the electronic textbooks help students

to convey the subject matter easily that support the achievement of learning

objectives. Beside the implementation of modular instruction, according to Albert

Bandura's self-efficacy have influence in improving learning achievement.

Self-efficacy is the conception of nurtures about own personal power to

achieve a given level of performance. In fact, it is more than a mere self

recognition of being competent in a given domain of functioning. It is rather

linked to the persuasion that people hold about their capacity to effectively use

cognitive skills in order to attain a specific goal (Pintrich & Schunk, 1996).

To properly address the effectiveness of modular instruction, investigate

the extent of self-efficacy and boarding program effect in learning that can be

detected from the value of learning achievement, retention and autonomy. Further,

researcher chooses grade eleventh of students as the research participants to

investigate the learning autonomy of students class XI IPA who live in dormitory

and non-boarding program in SMAN 2 Balige and the most effective way of

teaching modules as well as computer animation in the presentation of

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1.2 Problems Identification

Based on the background above, problems identified in this proposal are:

a) BSE has not been featuring interactive simulations by combining video,

animation, audio, and image.

b) Number of students that did not reach the minimum criteria of completeness

for term assessment of human digestive system is about 57%.

c) SMAN 2 Balige implements mastery learning in class, the development of

teaching materials based printed media is not enough. Need to develop

interactive digital learning modules to develop students' cognitive abilities to

increase the activity and independence of student in learning

d) Learning process is limited to the explanation of abstract concepts through

lectures (teacher centered approach).

e) Students’ poor self efficacy towards biology, perceived abstract and difficult

nature of biology.

f) Multimedia facilities are available at school, but teachers don’t use it optimally

in the classroom.

g) Students are only able to answer the questions given by the teachers both in the

Bloom’s taxonomy range of C1-C3.

h) Students tend to lack confidence in their ability they have and apathy during

learning process in the classroom.

i) Students have difficulties in learning because students more tend to memorize

the lesson, which have an impact on the lack of learning memory (retention).

1.3 Scope of Study

The scope of this study namely:

a) Developing the interactive digital module, text module and electronic modules

for human digestive topic.

b) Learning modules that have developed were validated and assessed by matter,

learning module construction and digital media experts.

c) Learning modules that have developed were assessed by teachers and students

as small scale validation to determine the feasibility of modules that have been

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d) Learning modules that have developed were assessed by students in SMAN 1

Berastagi as large scale validation.

e) Final product of learning modules was tested in dorm and non dorm students at

SMAN 2 Soposurung Balige.

f) Learning topic is Human Digestive system in Grade Eleventh Natural Science

SMAN 2 Soposurung Balige Semester II at A.Y. 2014/2015.

g) Students’ learning achievement is limited to cognitive domain of Bloom's

taxonomy.

h) Retention of students is long-term memory retention and measured at the third

week (21 days) after learning completed.

i) Self efficacy of students measured by using questionnaire consists of four aspects

namely choice of activities, elevel effort, persistence and emotional reaction.

j) Learning autonomy of students measured by using questionnaire adapted from

Steinberg theory that consists of three domains/indicators of student’s learning

autonomy they are (1) ability to make decisions that are characterized by some

aspects namely choosing alternative solutions based on the consideration itself

and able to manage time efficiently, find the learning sources individually (2)

self relliance which is characterized by some aspects namely able to finishing

the daily homeworks at home, able to fulfill responsibilities at home and

school, (3) dare to express the ideas that are characterized by some aspects

namely choose alternative solutions by access the learning resources, not

easily affected in a situation when doing homework.

k) Learning activity of students measured by using questionnaire adapted from

John Dewey principles that stated learning activity is one of principle of

learning by doing. Student learning activities can be classified into indicators

namely (a) visual activities consist of some aspects namely reading, looking at

the pictures and video, observe, watching video or other people work, (b) listening activities consist of some aspects namely listen to teacher’s explanation at class, (c) writing activities consist of answer the questions, take

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remember, solve problems, makes decision, (e) emotional activity consist of

interest, brave, calm.

l) Different biology learning modules (interactive digital, electronic and text

learning modules) implementation in the classes.

1.4 Research Questions

The research questions of this study are formulated as follows :

a) What is the percentage of learning module feasibility that analyzed by matter

experts for human digestive system topic grade XI IA at even semester?

b) What is the percentage of learning module feasibility that analyzed by digital

media expert for human digestive system topic grade XI IA at even semester?

c) What is the percentage of learning module feasibility that analyzed by

construction module experts for human digestive system topic grade XI IA at

even semester?

d) What is the percentage of learning module feasibility that analyzed by biology

teachers for human digestive system topic grade XI IA at even semester?

e) What is the percentage of learning module feasibility that analyzed by

students for human digestive system topic grade XI IA at even semester?

f) How is the response of students toward the interactive learning module that has

developed for human digestive system topic grade XI IA at even semester in

order to support teaching and learning activities?

g) Are there any effects of interactive learning module toward student’s learning

achievement?

h) Are there any effects of interactive learning module toward student’s memory

retention?

i) Are there any effects of interactive learning module toward student’s learning

autonomy?

j) Are there any effects of interactive learning module toward student’s learning

actitivity?

k) Are there any effects of self efficacy toward student’s learning achievement?

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m)Are there any effects of self efficacy toward student’s learning autonomy?

n) Are there any effects of self efficacy toward student’s learning activity?

o) Are there any effects of dormitory program toward student’s learning

achievement?

p) Are there any effects of dormitory program toward student’s memory

retention?

q) Are there any effects of dormitory program toward student’s learning

autonomy?

r) Are there any effects of dormitory program toward student’s learning activity?

s) Are there any effects of learning modules, self efficacy and dormitory program interactions toward student’s learning achievement?

t) Are there any effects of interactive learning module, self efficacy and dormitory program interactions toward student’s memory retention?

u) Are there any effects of interactive learning module, self efficacy and dormitory program interactions toward student’s learning autonomy?

v) Are there any effects of interactive learning modules, self efficacy and dormitory program interactions toward student’s learning activity?

1.5 Objectives of Study

The purposes of this research to investigate :

a) The percentage of learning module feasibility that analyzed by matter

experts for human digestive system topic grade XI IA at even semester.

b) The percentage of learning module feasibility that analyzed by digital media

expert for human digestive system topic grade XI IA at even semester.

c) The percentage of learning module feasibility that analyzed by construction

module experts for human digestive system topic grade XI IA at even

semester.

d) The percentage of learning module feasibility that analyzed by biology

teachers for human digestive system topic grade XI IA at even semester.

e) The percentage of learning module feasibility that analyzed by students for

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f) The response of students toward the interactive learning module that has

developed for human digestive system topic grade XI IA at even semester in

order to support teaching and learning activities.

g) The effects of interactive learning module toward student’s learning

achievement.

h) The effects of interactive learning module toward student’s memory retention.

i) The effects of interactive learning module toward student’s learning autonomy.

j) The effects of interactive learning module toward student’s learning actitivity.

k) The effects of self efficacy toward student’s learning achievement.

l) The effects of self efficacy toward student’s memory retention.

m)The effects of self efficacy toward student’s learning autonomy.

n) The effects of self efficacy toward student’s learning activity.

o) The effects of dormitory program toward student’s learning achievement.

p) The effects of dormitory program toward student’s memory retention.

q) The effects of dormitory program toward student’s learning autonomy.

r) The effects of dormitory program toward student’s learning activity.

s) The effects of interactive learning module, self efficacy and dormitory program interactions toward student’s learning achievement.

t) The effects of interactive learning module, self efficacy and dormitory program interactions toward student’s memory retention.

u) The effects of interactive learning module, self efficacy and dormitory program interactions toward student’s learning autonomy.

v) The effects of interactive learning module, self efficacy and dormitory program interactions toward student’s learning activity.

1.6 Significances of Study

The results of this study are expected to have theoretical and practical

benefits.

1) Theoretically, the result of this study gives the contribution in the biology

learning, especially in the using of interactive digital module to improve

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2) Practically:

2.1.For school, optimizing facilities and infrastructure in schools that can

support the learning process.

2.2. For students, interactive digital learning module able to overcome

student’s difficulties problem in under-standing biology concept which is

facilitated by computer. Foster the ability of students to learn

independently.

2.3. For educators, as an interactive teaching materials at class.

2.4. For officials in the Ministry of National Education, the results of this

study are used as input for on consideration in their policy.

1.7 Operational Definitions

a. Interactive digital module using Adobe Creative Suite applications. Interactive

digital module is a media that is used as a tool by teachers to convey the

learning message that is packaged in a digital module look like BSE and

developed by video, and self assessment.

b. The appearance of BSE is a blend of text and images only but the display of

digital module combines text, animation, video, images, and audio. The

interactivity element of digital module designed through evaluation questions

for each sub material which can directly respond to the students' answers to

show their scores obtained.

c. Learning Achievement is the result of study referred to the result of learning in

the cognitive domain (C1-C5) as a result of learning with media. The objective

tests in the form of multiple choice questions consists of 30 questions with 5

answer options as well as pretest and after learning posttest.

d. Learning retention is the ability of students to remember the material that has

been studied in the certain time. In this study, the period will be used about 3

weeks after learning. One of the factors that disrupt memory in students is the

inclusion of new information. Thus, it can be seen how much the students’

retention capability after receiving additional information as interference in

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and learning indicators which used during the first posttest, but with bit

different of questions.

e. Self efficacy of students measured by using questionnaire consists of four

aspects namely choice of activities, elevel effort, persistence and emotional

reaction.

f. Learning utonomy of students measured by using questionnaire adapted from