The Effect of E-Learning Model Development on Junior High School Students' Learning Achievement in Semarang City

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71 2 (2) (2019)

Journal of Curriculum Indonesia

http://hipkinjateng.org/jurnal/index.php/jci

The Effect of E-Learning Model Development for Junior High School Students' Learning Achievement in Semarang City

Fajriah^, Raden Akhmad Mukhlis Catur Prasetyo, Rina Probowati

SMKN 3 Semarang, Indonesia

Info Articles

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History Articles:

Submitted 8 January 2019 Revised 11 July 2019 Accepted 1 September 2019 ___________________________

Keywords:

development, e-learning model, student learning achievement

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Abstract

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Semarang City’s Education Authorities is trying to utilize information technology in teaching and learning activities. The e-learning learning model began to be applied from the beginning of learning in the hope of improving the quality of teaching and learning which in turn can improve student learning achievement. The purpose of this study are: (1) To find out the comparison of student learning achievement in schools with conventional learning systems and learning systems utilizing Information Technology; (2) To find out the changes that occur after the implementation of e-learning. Sample for this research are teachers and students in 3 (three) Semarang City Middle Schools. This study uses research and development approach with descriptive quantitative analysis method, as well as descriptive comparative qualitative method. The results of the study show that e-learning provides considerable changes in relation to student learning support systems. In addition, learning achievements also shows significant differences between users of the conventional learning system and information technology-based learning systems.

 Address correspondence:

Email: [email protected]

e-ISSN 2549-0338

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Fajriah et al. / Journal of Curriculum Indonesia 2 (2) (2019)

72 INTRODUCTION

Efforts to improve student learning achievement are always carried out by educational instoitutions on every factor that can improve its achievements. Especially with the use of information and communication technology devices that allow for more effective learning and teaching activities. E-learning or electronic learning is now increasingly known as one of the ways to overcome education problems, both in developed countries and in developing countries. Many people use different terms through e-learning learning models, but as in principle, the e-learning itself is learning models that uses information and communication technology services as a medium.

Development of education through e- learning learning models is a must so that the quality of education standards can be improved.

This model is one use of internet technology in delivering learning in a wide range based on three criteria, namely: (1) e-learning is a network with the ability to update, store, distribute and share teaching material or information; (2) delivery to the last user via a computer using standard internet technology;

and (3) focusing on the broadest view of learning behind the traditional learning paradigm (Rosenberg 2001; 28).

The Semarang City Education Authorities is an educational institution that is trying to utilize information technology in teaching and learning activities. The e-learning learning model began to be applied from the beginning of learning in the hope of improving the quality of teaching and learning which in turn can improve student learning achievement.

The foregoing is the background of the author to examine the extent of the influence of e-learning learning model on student learning achievement.

E-learning Learning Model is a relatively new learning model. This causes many teachers do not understand the e-learning learning model, especially in Semarang Middle

School. In addition, in its implementation e- learning requires supporting devices that cost relatively because they require adequate hardware and software. In dealing with e- learning content, it takes a considerable amount of time and money. Constraints related to these costs have implications for the limited access to student terminals that can be provided free of charge. Directly, this causes a low participation of students towards e-learning access.

In addition, it needs efforts to improve the learning achievement of junior high school students in the city of Semarang. E-learning as one of the learning media has the potention to realize this. Along with the many e-learning learning models that have been developed in various schools, especially schools both within and outside the country, Semarang City Middle School is trying to develop e-learning learning models. Therefore, further studies are needed to find out the extent of the development of e- learning learning models in Semarang City Middle School and its effect on student learning achievement.

METHODS

The population of this study were all junior high school teachers and students in Semarang City. The sample determination method used in this study was purposive sampling. The method gives the researcher freedom to determine the sample according to the purpose and purpose of the study. The sample in this study were teachers and students of Semarang City Middle School who were enrolled in 2018/2019 Academic Year in Public Middle School 6, Public Middle School 12 and Public Middle School 9 Semarang City.

RESULTS AND DISCUSSION

The results of the class group test of students who participated in learning with conventional methods were 132 students namely Class E, F, G, and H. As well as groups of students who took lessons with information

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73 technology support namely Class A, B, C, and D as many as 132 students so there are 264 students as a whole.

From the table below, could be seen that the average value in the conventional group is 81.89 with a standard deviation of 8.44, the

highest score is 95 and the lowest is 55, while in the group of IT-based learning the average is relatively higher, reaching 89.51 with the standard deviation is 8.42, the highest value reaches 100, and the lowest is 60.

Table 1. Test Results for Conventional Groups (KK) and Groups with Information Technology (KDTI)

KK KDTI

Jumlah 10810 11815

Rerata 81,89 89,51 Standar Deviasi 8,44 8,42

Tertinggi 95 100

Terendah 55 60

N 132 132

For more details can be seen in the graph as follows:

Figure 7. Comparison of the results of the two groups of mathematical test data

Difference Test

To see the difference between the two data above, the difference test was done using t test (independent sample t test)

Table 2. Test for differences

Ke-lompok N Rerata Standar Deviasi Perbedaan Rerata t Signifikansi (p)

KKDTI 132 89,51 8,42

7,62 7,337 0,000

KK 132 81,89 8,44

From the table above it can be seen that there is an average difference between the two groups of 7.62. T value is 7.337 and significance or probability (p) is 0.000. This figure shows a significant number because the significance of 0,000 is less than the significance level of 0.05

(5%) so that the results indicate that the difference rate of 7.62 is a significant difference.

Thus there is a significant difference in the average mathematics scores of conventional learning outcomes and learning outcomes with Information Technology support.

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74 Analysis of Changes in Condition of Supporting Systems for Student Learning Achievement Post- Application of E-Learning Systems

Based on success criteria, milestones, benchmarking objectives and learning material during the training. The final result of this

project is the Development of Information Technology-Based Learning Models to improve Learning Achievement of Junior High School Students in Semarang City showing changes.

Changes that occur can be seen in the following table:

Table 3. The Change Project Realization Matrix

Before project After the project

The new computer has only been used for UNBK

Computers has been used for the learning process of Information Technology

Conventional learning model Information technology-based learning in the form of E- Learning in Semarang City Middle School The teacher prepares learning

material before carrying out the learning.

The teacher prepares learning material for 1 semester at the beginning of the semester

The teacher prepares the Student Worksheet before the learning

process is carried out.

The teacher has prepared a Student Worksheet before the learning process is carried out at the beginning of the

semester The teacher prepares rehearsal

practice questions at the time before the lesson.

The teacher prepares a practice question about repetition at the time before learning at the beginning of

the semester Teachers and students are not

familiar with the use of information technology

Teachers and students become familiar with the use of information technology

Teachers and students correct the results of the practice of students 'test questions, especially those in the form

of multiple choice.

Teachers and students can find out how far (how many) the ability of students in doing exercises about students'

repetition, especially in multiple choice because the value has emerged by itself and it can be known how

much ability students in doing question exercises The teacher corrects the results of the

student's test especially in the form of multiple choice.

The teacher no longer corrects the results of the student's replication, especially in the multiple choice

form because the value has appeared by itself The Principal cannot directly monitor

the teacher who has prepared the RPP, learning materials and evaluation questions in both practice

questions and test questions.

The Principal can monitor seeing teachers who have prepared RPP, learning materials and evaluation

questions both in practice and test questions.

Students take lessons normally. Students can take lessons fun because they can take advantage of their abilities in the use of technology Learning achievement of ordinary

junior high school students

Student Learning Achievement increases

School committees and communities are normal in looking at retribution at

school

The school committee and the public are happy to see the ability of schools to utilize technology in the

implementation of student learning

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Realizing education with character Realizing character education because in the implementation of evaluation learning to use Information Technology can minimize cheating

The results of the analysis showed that most of the student achievement support systems such as the exam assessment administration system and learning system are better after e-learning implementation.

CONCLUSION

The conclusion of the results of this study is, e-learning has an influence on student learning achievement. Improving the quality of the post-implementation e-learning education service system in fact has a positive impact on student achievement. This is indicated by the significance difference between the results of examinations in two groups of students with conventional systems and those who have used information technology.

REFERENCES

Chaeruman, Uwes A. 2008. E-learning and Learning Theory. http://fakultluarkampus.net/ e- learning-and-theory-learning-2/

Hadiana, Ana & Djaelani, Elan. 2008. Supporting Systems for E-learning on the Web. Jakarta:

Research Center for Informatics Research, Indonesian Institute of Sciences.

Hartoyo, Achmad. 2008. Design and Application of Learning Content Management Systems That Support Increased Effectiveness of Distance Learning Process Design and Implementation of Learning Content Management Systems Application To Increase The Effectiveness Of Long Distance Learning. Surabaya: STIKOM.

Mayer, Richard E. 2009. Multimedia Learning Principles and Applications. Yogyakarta:

Student Library; Surabaya: ITS Press.

Permana, Wim. 2007. Utilization of E-learning as A Support for Open School Learning and Learning Activities in Indonesia: Software Studies. Yogyakarta: FMIPA UGM.

Sutrisno, Joko. 2008. Principles in E-learning Regarding Selected Media Elements. http://joko.tblog.com / post / 1970035346 Soekartawi. 2002. R-Learning: Concepts and

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