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Rhamandica, Chintia
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Religion Education

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PENGARUH PEMBELAJARAN BERBASIS WEB TERHADAP HASIL BELAJAR MAHASISWA DENGAN PERBEDAAN SELF REGULATED LEARNING Rhamandica, Chintia
TARBAWI:Journal on Islamic Education Vol 7, No 2: Oktober 2023
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/tarbawi.v1i2.2984

Abstract

This study focuses on examining the influence of web-based learning on learning outcomes, considering the differences in self-regulated learning, as well as the interactions among students, instructors, and content in relation to self-regulated learning within web-based education. The research design employed is a quasi-experimental study with a posttest-only control group design. The subjects of the study are second-semester chemistry students. The treatment instruments consist of teaching materials, lesson plans, worksheets, syllabi, and media such as blogs and moodle. The measurement instruments include 23 multiple-choice questions as a learning outcome test and a self-regulated learning questionnaire. Data analysis utilizes t-tests and post hoc Anova. The learning outcomes of students using blogs do not show significant differences compared to those using moodle regarding differences in self-regulated learning. Educational media contribute more significantly to the learning process in blog classes compared to students' SRL abilities, while the students' SRL abilities play a greater role in the learning process in moodle classes than the educational media
PENGARUH PEMBELAJARAN BERBASIS WEB TERHADAP HASIL BELAJAR MAHASISWA DENGAN PERBEDAAN SELF REGULATED LEARNING Rhamandica, Chintia
TARBAWI:Journal on Islamic Education Vol 7, No 2: Oktober 2023
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/tarbawi.v1i2.2984

Abstract

This study focuses on examining the influence of web-based learning on learning outcomes, considering the differences in self-regulated learning, as well as the interactions among students, instructors, and content in relation to self-regulated learning within web-based education. The research design employed is a quasi-experimental study with a posttest-only control group design. The subjects of the study are second-semester chemistry students. The treatment instruments consist of teaching materials, lesson plans, worksheets, syllabi, and media such as blogs and moodle. The measurement instruments include 23 multiple-choice questions as a learning outcome test and a self-regulated learning questionnaire. Data analysis utilizes t-tests and post hoc Anova. The learning outcomes of students using blogs do not show significant differences compared to those using moodle regarding differences in self-regulated learning. Educational media contribute more significantly to the learning process in blog classes compared to students' SRL abilities, while the students' SRL abilities play a greater role in the learning process in moodle classes than the educational media
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