PERCEPTION OF UNDERSTANDING ABILITY OF REDOX CONCEPT ON STUDENT E-LEARNING OUTCOMES

S. Suryaningsih, Nadiyah Aulia Rahmah, F. Aldiansyah
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引用次数: 1

Abstract

The application of e-learning greatly impacts the ability to understand concepts and student learning outcomes. The purpose of the study was to determine 1) the prerequisite test of research instruments 2) the perception of the ability to understand redox concepts in e-learning based on indicators of learning stimuli, responses, and evaluations. 3) the relationship of understanding redox concepts to student learning outcomes. The method used is descriptive quantitative, in-class X MIA at MAN Tangerang, 38 students were selected by purposive random sampling. Data collection was carried out through a questionnaire using a Likert scale. The results showed that the prerequisite test was declared valid, reliable, and normally distributed. Student perceptions generally agree based on learning stimulus indicators as much as 71.025%; response 71.075%; evaluation 62.475%. Students give full attention during learning, participate actively during discussions, and understand redox concepts. Understanding redox concepts on student learning outcomes has a significant relationship (strong and positive), seen from the value of sig. (2-tailed) of 0.000 less than 0.05, Pearson correlation of 0.967 greater than 0.329 (significance 5%). The results of this study serve as scientific information on e-learning for chemistry subject teachers in improving the learning process.
REDOX概念理解能力对学生电子学习成果的影响
电子学习的应用极大地影响了学生对概念的理解能力和学习成果。本研究的目的是确定:(1)研究工具的先决条件测试;(2)基于学习刺激、反应和评估指标的电子学习中理解氧化还原概念能力的感知。3)理解氧化还原概念与学生学习成果的关系。本研究采用描述性定量方法,在曼坦格朗大学X - MIA班级中,采用有目的随机抽样方法抽取38名学生。数据收集是通过使用李克特量表的调查问卷进行的。结果表明,前提检验是有效的、可靠的、正态分布的。基于学习刺激指标的学生感知普遍一致,达71.025%;反应71.075%;评价62.475%。学生在学习中给予充分的关注,在讨论中积极参与,理解氧化还原概念。理解氧化还原概念对学生学习成果有显著的关系(强正相关),从sig.(双尾)的值0.000 < 0.05来看,Pearson相关0.967 > 0.329(显著性5%)。本研究的结果可为化学学科教师改善学习过程提供科学依据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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