Increased Mathematical Relational Understanding Ability and Self Regulated Learning of Haigh School Students through Edmodo Online Learning S Nurjanah1*, E C Mulyaning2 , and E Nurlaelah2
Indonesian University of Education
Abstract
This study aims to analyze and improve the relational mathematical learning abilities and independent learning of students who obtain Edmodo and Google Classroom learning which is reviewed with KAM. This type of research is a quasi-experimental design. The research sample is students of class X MIPA 1 and 2. Data collection techniques with purposive sampling technique. The instrument used consisted of tests and questionnaires. The results showed that 1) Overall, the achievement and improvement of the mathematical relational understanding ability (KPRM) of students who obtained the Edmodo learning were no higher than students who received Google Classroom learning, 2) a. Viewed from the high KAM category, accepted and improved, the KPRM of students who received the Edmodo learning was no higher than students who obtained Google Classroom learning, b. Judging from the moderate KAM category, the achievement and improvement of the KPRM of the students who received the Edmodo learning were not significantly higher than students who obtained Google Classroom learning, 3) Overall, independent learning achievement arranged by students who learned Edmodo learning was not significantly higher for students who received Google Classroom learning, and 4) A significant relationship is obtained between KPRM and students^ self-regulated learning in Edmodo learning.
