The Effectiveness of E-Learning Implementation Using Social Learning Network Schoology on Motivation &amp; Learning Achievement

Joshua, JW.Nugroho; Swastika, I Putu Agus; Estiyanti, Ni Made

doi:10.23887/janapati.v5i1.9914

Cited by 10 publications

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“…Google classroom has the ease and benefits of its use [13]. The use of Schoology can improve the efforts of teachers to train in applying knowledge and experience gained in subjects [14]. The use of the Schoology application receives a positive response as a learning platform because it is flexible, simple, easy to use, and its application has a variety of functions that can foster children's interest in learning [15].…”

Section: Previous Studiesmentioning

confidence: 99%

The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology

Sulisworo¹,

Ummah²,

Nursolikh³

et al. 2020

ujer

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One of the characters of the globalization era is the rapid changes in various aspects of life. One of them in the advancement of science and technology, especially Information and Communication Technology (ICT) has much positive influence on the progress of education. The advantage offered not only lies in the speed factor and the ease of getting information or material resources, but some multimedia facilities can make the learning process more exciting and interactive. However, the use of this technology in learning still needs to be improved and socialized among educators. Regarding the learning problem, this study aims to see the effect of blended learning assisted by Google Classroom and Schoology applications. The objective of this research is to impleme n t more effective blended learning model using specific Learning Management System (LMS) to increase student learning achievement following the needs of the present era. The research design of this study was the posttest-only control group design. Two groups were given different learning. One group was as a class taught using Schoology. The other group was as a class taught using Google Classroom. The independent variable of this study is the learning strategy. The dependent variable is critical thinking skills. The instrument for measuring the critical thinking skills was problem-based question that validated the difficulty level and power of determination. The study population was students of a high school in Indonesia. The sampling technique used simple cluster random sampling. The sample in this study consisted of two classes. Testing the hypothesis of the effect of blended learning was on the results of critical thinking skills using ANOVA. From the results of this study, it can be concluded that in the case of blended learning, students who were taught to use Schoology as LMS obtained a score of critical thinking skills that were relatively higher compared to students who used Google Classroom.

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Section: Previous Studiesmentioning

confidence: 99%

The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology

Sulisworo¹,

Ummah²,

Nursolikh³

et al. 2020

ujer

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“…The teacher does not determine what the students have to write. It is based on the principles of using Schoology in the teaching and learning process stated by Joshua, Swastika, and Estiyanti (2016) that an effective way to use Schoology as a media in the teaching and learning process is differentiated according to students' interests.…”

Section: -129mentioning

confidence: 99%

The Effect of Schoology on the Students’ Writing Interest

Apriliani

2020

IEE Ind. J. Eng. Edu.

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This research aimed to determine the effect of using Schoology as learning media on students’ writing interest. The research was done in a 2x2 experimental design with experimental and control classes selected as participants using purposive random sampling. The two groups had the same writing ability but received different learning media treatments, Picture Series for the control class, and Schoology for the experimental class. The Tukey’s test results showed that qobtain between columns A1 and A2(3.46) was higher than qtable (2.92) proving that using Schoology in teaching writing was significantly different from Picture Series. On the other hand, qobtain between cells A1B1and A2B1(4.47) was higher than qtable (3.08) proving that using Schoology differed significantly from Picture Series in teaching writing for students who had high interest. Then qobtain between cells A1B2and A2B2(0.41) was lower than qtable (3.08) proving that using Schoology did not differ significantly from Picture Series in teaching writing for students who had low interest. This study concludes that learning writing skills using Schoology affects students' levels of learning interests. Schoology, therefore, could be an alternative learning media platform for teaching and learning writing skills.ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran Schoology terhadap minat menulis siswa. Penelitian dilakukan dalam rancangan eksperimen 2x2 dengan kelas eksperimen dan kelas kontrol dipilih sebagai partisipan dengan menggunakan purposive random sampling. Kedua kelompok memiliki kemampuan menulis yang sama tetapi mendapat perlakuan media pembelajaran yang berbeda yaitu Picture Series untuk kelas kontrol dan Schoology untuk kelas eksperimen. Hasil uji Tukey menunjukkan bahwa qobtain antara kolom A1 dan A2 (3,46) lebih tinggi dari qtabel (2,92) yang membuktikan bahwa penggunaan Schoology dalam pengajaran menulis berbeda secara signifikan dengan Picture Series. Di sisi lain, qobtain antara sel A1B1 dan A2B1 (4,47) lebih tinggi dari qtabel (3,08) membuktikan bahwa penggunaan Schoology berbeda secara signifikan dengan Picture Series dalam pengajaran menulis untuk siswa yang memiliki minat tinggi. Kemudian qobtain antara sel A1B2 dan A2B2 (0.41) lebih rendah dari qtabel (3.08) membuktikan bahwa penggunaan Schoology tidak berbeda secara signifikan dengan Picture Series dalam pembelajaran menulis untuk siswa yang memiliki minat rendah. Penelitian ini menyimpulkan bahwa pembelajaran keterampilan menulis menggunakan Schoology berpengaruh terhadap tingkat minat belajar siswa. Oleh karena itu, Schoology dapat menjadi platform media pembelajaran alternatif untuk pembelajaran keterampilan menulis.

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“…Learning can be done by integrating character values into all subjects and can carry out character education as the subject itself, or through a combined approach. Joshua, Swastika, and Estiyanti (2016) in their research aimed to see the extent of the effectiveness of the implementation of e-learning on student motivation and learning achievement. The results show that learning opportunities have the most significant role in learning motivation, followed by collaborative learning.…”

Section: Character Educationmentioning

confidence: 99%

Integrating Character Education on Physics Courses with Schoology Based E-learning

Hilyana

Hakim

2018

JITE:Research

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Aim/Purpose: This study intends to find out the difference between the use of Schoology-based e-learning and conventional learning by integrating character education in the learning process Background: E-learning has a high contribution to change learning process positively, but it is a big challenge to conduct character education through e-learning, because of the reduced intensity of face-to-face with lecturers as the primary role model. Methodology: The research sample consisted of 55 students of Electrical Engineering Faculty of Engineering, Universitas Muria Kudus. This study involved two variables: the experimental variable and the dependent variable. Experimental variables are treatment variables for the experimental class, namely physics learning through Schoology-based e-learning, and treatment variables for the control class used as a comparison, namely, conventional learning. The dependent variable is ANEKA-based character education. Indicators of ANEKA character values are integrated into the learning process and are measured using a Likert scale, which is given at the beginning and end of learning in the control and experimental classes. The normality testing use the Kolmogorov-Smirnov method; the homogeneity test use Levene’s test; and hypotheses testing use F-ANOVA test and paired samples t-test. Contribution: Contributions of this study are character education for students that could be done through e-learning by integrating character value (such as ANEKA) into the way they learn. Findings: The results of the study show the student learning outcomes of Schoology-based e-learning platform users by 16% higher compared to conventional learning. The character values of students using e-learning also higher 20% compared to conventional learning. So it can be said that learning physics by using Schoology-based e-learning, which is integrated with ANEKA-based character education, can improve character values and student learning outcomes. Recommendations for Practitioners: Findings from this research can convince the lecturer to integrate character values of ANEKA to their subject through e-learning Recommendation for Researchers: For researchers, it is necessary to develop more scope including the use of other subjects and other study program students as respondents in the further study Impact on Society: ANEKA character values could be integrated into the learning process, which can improve students’ attitudes in their daily life Future Research: Research on practicality and effectiveness in developing Schoology-based e-learning in other courses by integrating character values

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The Effectiveness of E-Learning Implementation Using Social Learning Network Schoology on Motivation & Learning Achievement

Cited by 10 publications

References 0 publications

The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology

The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology

The Effect of Schoology on the Students’ Writing Interest

Integrating Character Education on Physics Courses with Schoology Based E-learning

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