The Effectiveness of E-Module Through Metacognitive Construction in Blended Learning System

Abstract

The implementation of blended learning requires students to have independent learning awareness. This study tested the effectiveness of metacognitive skills-based electronic modules on students’ learning outcomes as independent teaching materials in the blended learning system. It utilized true experimental design with a randomized pretest-posttest control group design. The population was two classes of the Basic Concept of Indonesian Language course taken with a simple random sampling technique. Research data were collected by conducting a pretest and posttest by analyzing the normality and homogeneity as a condition for the test of treatment effectiveness. The prerequisite of the analysis showed that the data were not normally distributed which required the Mann Whitney test to be performed with the result that there were differences in the average learning outcomes of students between the control class and the experimental class. The difference was indicated by an increase in the pretest and posttest scores of the experimental class that was greater than the control class with an increased index on the average criteria. Some of the students gave positive responses to the formation of metacognitive skills in their awareness to learn, self-efficacy, critical and creative thinking.