The Effect of E-Modules on Blended Learning toward Student Learning Independent Post Pandemic Covid-19 Novianti (a*), Siti Khaulah (a), Rahmi Hayati (a)
a)Faculty of Teacher Training and Education, Almuslim University, Matangglumpangdua 24261, Indonesia
*novianti.idr[at]gmail.com
Abstract
The Blended learning method carried out after the COVID-19 pandemic was strongly supported by digital-based learning media including the use of e-module media. The purpose of this study was to see the effect of using e-modules on student learning independence in the Algebraic Structure course during the covid-19 pandemic. The research design used was pre-experimental with a one-group pretest-posttest design. The data collection methods used were tests and questionnaires. The study population was all students of the fifth semester of the Mathematics Education Study Program at Almuslim University for the 2020/2021 academic year with a sample of 32 students. The data analysis technique used a non-parametric test with a significant level of = 5%. The results obtained are from the value of Sig. (2-tailed) of 0.000 so that the resulting value shows Sig. (2-tailed) is smaller than 0.05, then Ho is rejected and Ha is accepted, so there is an effect of using e-modules on student learning independence. From the results of the questionnaire, students^ responses to independent learning and learning during the COVID-19 pandemic also obtained a score of 69.08% in the high category.
