The Effect of Electronic Modules on Self-regulated Learning and Cognitive Learning Outcomes on Chemical Bonding Material

Authors

Anugrah Anang Respati , Sri Atun

DOI:

10.29303/jppipa.v9i5.2430

Published:

2023-05-31

Issue:

Vol. 9 No. 5 (2023): May

Keywords:

Chemical bonding, Cognitive learning outcomes, E-module, Guided inquiry, Self-regulated learning

Research Articles

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How to Cite

Respati, A. A., & Atun, S. . (2023). The Effect of Electronic Modules on Self-regulated Learning and Cognitive Learning Outcomes on Chemical Bonding Material. Jurnal Penelitian Pendidikan IPA, 9(5), 2489–2496. https://doi.org/10.29303/jppipa.v9i5.2430
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Abstract

This study aims to the effect of guided inquiry-based electronic modules on self-regulated learning and cognitive learning outcomes. The research design uses a quasi-experimental post-test only. This research was conducted on students of class X Natural Science in Yogyakarta using the cluster random sampling technique. The instrument used in this research is a self-regulated learning questionnaire and cognitive learning outcomes test. The data analysis technique uses Hotelling’s T-Test to test whether there are differences in self-regulated learning and cognitive learning outcomes with the implementation of electronic modules. The results show that the significance value is 0.002 < 0.05. This means that there is a difference in self-regulated learning and cognitive learning outcomes between students who use the guided inquiry-based electronic module and those who do not use the electronic module.

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Author Biographies

Anugrah Anang Respati, UNY

Sri Atun, Universitas Negeri Yogyakarta

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