<![CDATA[Objective: This study evaluates the effectiveness of the Moolang virtual learning platform in improving economic learning outcomes and examines its relevance to economic and entrepreneurship education amid Indonesia's shifting digital learning habits. Method: A four-phase quasi-experimental design compared an experimental class (n = 30, Universitas Negeri Malang) using Moolang with a control class (n = 30, State University of Surabaya) receiving conventional instruction, under balanced internet connectivity conditions (50% strong, 50% weak, self-reported). Learning outcomes on demand-supply economic concepts were assessed at the end of each phase and analyzed using a mixed-design (split-plot) ANOVA with Group (experimental vs. control) as the between-subjects factor and Phase (1-4) as the within-subjects factor. Results: The experimental class significantly outperformed the control class in Phase 2 (p = .038, d = 0.55), Phase 3 (p < .001, d = 1.85) and Phase 4 (p = .007, d = 0.73), with no difference at Phase 1 baseline (p = .568, d = 0.15). The mixed ANOVA showed a significant Group main effect, F(1,58) = 34.37, p < .001 and a significant Group × Phase interaction, F(3,174) = 5.52, p = .001 (Greenhouse-Geisser corrected p = .003 following a significant Mauchly's test), while the Phase main effect alone was not significant, F(3,174) = 1.29, p = .278. Novelty: Unlike prior evaluations that treat virtual classrooms as a generic phenomenon and analyze repeated-measures data with independent-samples ANOVA, this study applies a mixed-design ANOVA appropriate to the repeated-phase structure of the data and situates platform effectiveness within economics-specific case content (price-mechanism reasoning and implicit opportunity-cost trade-offs) rather than treating entrepreneurship relevance as an unexamined extension.]]>
