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DOI: 10.30738/union.v11i1.14326 © Author (s), 2023. Open Access
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The implementation of e-learning web course learning in mathematics at 10
thgrade hospitality department
Iffah Nurfitriani 1 *, Tri Astuti Arigiyati 1, Irham Taufiq 1, Myrat Hayytjanov 2
1 Mathematics Education, Universitas Sarjanawiyata Tamansiswa, Jl. Batikan UH III/1043 Yogyakarta Indonesia
2 Ulaanbaatar Empathy School, Bayanzurkh, US-15, Ulaanbaatar, Mongolia
* Corresponding Author. Email: [email protected] Received: 5 February 2023; Revised: 1 May 2023; Accepted: 1 May 2023
Abstract: The objectives of this study were: (1) To find differences in student mathematics learning outcomes based on the use of web course-based e-learning learning media and conventional learning in class X students majoring in Hospitality. (2) To find differences in student mathematics learning outcomes based on the level of independence in learning mathematics for class X students majoring in Hospitality. (3) To find out that there is an interaction between the use of web course learning media and the level of independence in learning mathematics for class X students majoring in Hospitality. The method used is an experimental research method. The research design used is factorial. The data analysis technique used is a two-way analysis of variance. The results of this study are: (1) there is a difference between the use of web-based learning media on student learning outcomes obtained from the analysis of hypothesis testing (2) there is a difference between student learning independence and student learning outcomes (3) there is no interaction between student learning independence and learning outcomes using web media.
Keywords: Independent learning; Learning outcomes; Web course learning
How to cite: Nurfitriani, I., Arigiyati, T. A., Taufiq, I., & Hayytjanov, M. (2023). The implementation of e-learning web course learning in mathematics at 10th grade hospitality department. Union: Jurnal Ilmiah Pendidikan Matematika, 11(1), 154-159. https://doi.org/10.30738/union.v11i1.14326
INTRODUCTION
Corona virus infection or commonly called COVID-19 (Corona Virus Disease 2019) which first appeared in the city of Wuhan, China at the end of December 2019 caused difficult times and also had an impact on the world of education (Setiana et al., 2021). In just a few months this virus spread very quickly to almost all countries including Indonesia. In order to prevent the spread of COVID-19, some countries have imposed a lockdown system (Kusumaningrum
& Wijayanto, 2020).
Indonesia itself has made a large-scale social restrictions policy to suppress the spread of this virus (Kuncoro et al., 2021). The government swiftly made a new regulation where all activities outside the home such as work, school, and others are encouraged to be done at home (Harnani, 2020). The Minister of Education and Culture issued Circular Letter Number 4 of 2020 concerning the implementation of education during the COVID-19 emergency in March 2020, one of the contents of the circular letter is related to learning from home (Puspita et al., 2022). The Ministry of Education and Culture said that online or distance learning is implemented by providing a memorable learning experience for students (Irfan et al., 2020).
Online learning system is a learning system that has no directly interface between teachers and students, but is carried out online using the internet network (Harnani, 2020). The learning
process by utilizing the internet is commonly referred to as e-learning. The e-learning system is a form of learning implementation using the internet through the form of websites and web- blogs with multimedia content which is a process of transformation and digitization of conventional learning (Arifin & Herman, 2018).
E-learning can increase enthusiasm and provide new experiences to students, e-learning can make students access teaching materials or structured assignments independently without being limited by distance and time. However, in this case there are also some obstacles faced in learning mathematics using e-learning media, related to how difficult the material to be delivered because there are some materials that are not easy to deliver even in person (Hulukati et al., 2021).
This condition emphasizes schools and teachers to make various innovations in the learning process so that students are not bored and can follow the learning well (Anjelia et al., 2022).
The methods used by teachers in online learning must be well prepared and the selection of media used must also be considered (Wijayanto et al., 2022). Several learning media have been available both from the government and from several private parties, for example such as Rumah Belajar, Ruang Guru, Zenius, Kahoot and others. Parents also play an important role in this online or distance learning process to supervise or monitor children when studying independently at home (Purwoko et al., 2023; Kusumaningrum et al., 2020).
Therefore, it is necessary to find a solution so that students can still receive learning well, also so that learning is not boring, and students remain active. Through this research, learning media will be applied in the form of a Web Course where students are given a web that contains material, practice questions, assignments, and others so that it is expected that students are easier to do learning. For this reason, researchers want to analyze how the effect of web course-based e-learning on student learning outcomes is viewed from the independence of class X students majoring in Hospitality at SMK Negeri 3 Wonosari for the 2021/2022 academic year.
METHOD
The research method is a series of methods or activities for conducting research based on basic assumptions, philosophical and ideological views of the questions and issues faced (Sukmadinata, 2008). This research employs experimental research to achieve the expected goals. An experimental study is conducted to investigate whether or not there is a causal relationship and how big the causal relationship is by giving certain treatments to several experimental groups and providing a control for comparison (Payadnya & Jayantika, 2018). In this study, the mathematics learning outcomes of students using the direct learning model and the Web-Course model are compared where changes in learning outcomes are viewed from student learning independence.
Researchers use a factorial design (Factorial Experimental Design) where factorial design is an action on one or more variables that are manipulated simultaneously in order to study the effect of each variable on the dependent variable, or the effect caused by the interaction between several variables (Noor, 2014). The data collection techniques in this study were questionnaire and test techniques. Questionnaires are used to measure student learning independence while tests are used to measure student math learning outcomes. Population according to Sugiyono (2012) is a generalization area consisting of objects / subjects that have certain qualities and characteristics set by researchers to study and then draw conclusions. In this study the population was SMK N 3 Wonosari at 10th Grade students majoring in Hospitality as many as 32 students. According to Sugiyono (2012), the sample is part of the number and characteristics of the population. The sample in this study were 32 students with an even attendance of 16 students as the control class and an odd attendance of 16 students as the experimental class. In this study, samples were taken using probability sampling techniques, namely simple random sampling because sampling of population members was carried out randomly without regard to the strata in the population.
This research instrument is a test instrument for math learning outcomes and a questionnaire instrument for student learning independence. Test the question instrument using validity test, question difficulty level, differentiating power and reliability, while for the questionnaire instrument test using validity test and reliability test. The data analysis technique used in this study is the t-test and the prerequisite test of analysis, the t-test in this study uses the t-test to measure the significance of the difference between two averages derived from two distributions. The t-test was conducted using the formula:
𝑡 = 𝑥1−𝑥2
√𝑆2(1
𝑛1)+(1
𝑛2)
... (1) The analysis prerequisite test consists of the following:
Normality Test
According to Ghozali (2018) the normality test aims to test whether in the regression model, confounding or residual variables have a normal distribution. The formula used in this normality test is the Kolmogorov-Smirnov formula with the provisions that the data is normally distributed if the significance > 0.05 and the data is not normally distributed, if the significance
< 0.05.
𝐷 = 𝑚𝑎𝑥| 𝑓𝑜(𝑥) − 𝑠(𝑥)| ... (2) Homogeneity Test
Homogeneity test is a statistical test procedure that aims to show that two or more groups of sample data that have been taken come from populations that have the same variance (Nuryadi, 2017). The homogeneity test was conducted to determine whether the two data were homogeneous or not. The Levene test can be performed with the formula:
𝑊 = (𝑛−𝑘) ∑𝑘𝑖=1𝑛1(𝑍̅𝑖−𝑍̅)2
(𝑘−1) ∑𝑘𝑖=1∑𝑘𝑗=1𝑛1(𝑍̅𝑖𝑗−𝑍̅𝑖)2 ... (3) Hypothesis Test
In testing the hypothesis, researchers used two-way variance analysis (Two Way Anova).
Analysis of variance is used to determine the effect of a variable (independent variable) on other variables (independent), and these variables are measured at the appropriate level (Rikizaputra et al., 2021).
RESULTS AND DISCUSSION
This research is an experimental study conducted at 10th Grade students majoring in Hospitality at SMK Negeri 3 Wonosari in the even semester of the 2021/2022 academic year.
Before the study, it was known that the condition of the initial ability of the control class students and the experimental class was in a balanced state (having the same ability). The output results of the analysis of variance hypothesis test using SPSS version 26 for Windows software are shown in Table 1.
Table 1. Two-way anova test
df Mean Square F Sig.
Learning Methods 2 1.050,906 6,995 0,03
Student Learning Independence 1 788,754 5,25 0,004
Independence *Learning Methods 2 14,141 0,094 0,91
The hypotheses in this study are:
1. 𝐻0 ∶ There is no significant difference in the mathematics learning outcomes of students who are taught with web course learning method and talkative learning method.
𝐻𝑎∶ There is a significant difference in the mathematics learning outcomes of students who are taught with web course learning methods and talkative learning methods.
2. 𝐻0 ∶ There is no difference in students' mathematics learning outcomes based on the level of students' mathematics learning independence.
𝐻𝑎 : There are differences in students' mathematics learning outcomes based on the level of students' mathematics learning independence.
3. 𝐻0 ∶ There is no interaction between students' mathematics learning independence and web course learning methods for students.
𝐻𝑎∶ There is an interaction between students' mathematics learning independence and web course learning methods for students.
The criteria used in making conclusions are if 𝑠𝑖𝑔 < 0,05 then 𝐻0 is rejected so that 𝐻𝑎 is accepted.
Based on the presentation of data and the results of data analysis, this section will discuss the results of hypothesis testing as a basis for making conclusions. The discussion is as follows:
First Hypothesis
The sig level on the learning method variable is 0.03, meaning 0.03 < 0.05 so that 𝐻0 is rejected. In this study, it was found that the average math learning outcomes using the web course method was 73.6 while the math learning outcomes using the lecture method was 61.1.
Of the results obtained it can be concluded that there is a significant influence between the web course learning method on math learning outcomes at 10th Grade students of the Hospitality Department of SMK Negeri 3 Wonosari. It can be concluded that the web course learning method can improve students' math learning outcomes compared to the lecture learning method. This is because learning with web courses can be accessed by students anytime, anywhere so there is no time limit for students to learn. In addition, students also have easier access to materials. For teachers, learning using web courses has an ease in conducting evaluations because value taking is done using Liveworksheet where direct feedback can be obtained after students work on the questions given. The results of this study are also relevant to the results of research conducted by Amalia & Puwaningsih (2020) using a web learning model, where student learning outcomes are better than the learning model applied previously.
Second Hypothesis
The sig level on the independence variable obtained a value of 0.004, meaning that 0.004 <
0.05 so that 𝐻0 is rejected, then it can be concluded that there is an effect of the level of independence of student learning mathematics on mathematics learning outcomes at 10th Grade students of the Hospitality Department of SMK Negeri 3 Wonosari. This means that if students have a high level of learning independence, their mathematics learning outcomes will also be high.
Third Hypothesis
The sig level on the variable between independence and learning methods based on the research results is 0.91, meaning 0.91 > 0.05 so that 𝐻0 is accepted. These results indicate that there is no interaction between student learning independence and web course learning methods at 10th Grade students of the Hospitality Department of SMK Negeri 3 Wonosari. It can also be interpreted that the interaction of the level of independence with the learning model does not have a significant effect on student math learning outcomes. Based on the results of this study, it can be concluded that the level of independence of students who use the web course learning model has higher math learning outcomes compared to the level of independence of students who do not use the web course learning model. The results of this study are in line with research conducted by Arifin & Herman (2018) with the result that the level of student learning independence using the web learning model is higher than students with conventional learning models.
CONCLUSION
Based on the results of the study, it can be concluded that there is a significant difference in the mathematics learning outcomes of students taught using the e-learning web course learning method with the lecture learning method for students. Based on the results of the analysis on hypothesis testing using the two-way anava test, a significant value of 0.03 was obtained, which is a significant value less than 0.05. From the results of testing the second research hypothesis, there are also differences in math learning outcomes based on the level of mathematics learning independence in students. The difference in mathematics learning outcomes based on the level of independence of students' mathematics learning can be seen from the hypothesis test: using the two-way anava test, obtained a significance value of independence which is 0.004 which is a significant value less than 0.05. In addition, there is also no interaction between the e-learning web course learning method and the level of independence of students' mathematics learning. It can be seen from the hypothesis test using two-way anava, with the obtained significance value between the learning method and independence of 0.91 which is a significant value of more than 0.05.
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