THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS.
THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS
STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL
PHYSICS
RESEARCH PAPER
Submitted as a Requirement to Obtain Degree of SarjanaPendidikan in
International Program on Science Education (IPSE)
Arranged by:
PiaFildzahVania
1101698
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION
FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA
2015
(2)
THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS
STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL
PHYSICS
Oleh
PiaFildzahVania
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas PendidikanMatematikadanPengetahuanAlam
© PiaFildzahVania 2015 Universitas Pendidikan Indonesia
September 2015
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
(3)
SHEET OF LEGITIMATION
THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS
STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL
PHYSICS
By:PiaFildzahVania 1101698
Approved and Authorized by, Supervisor I
Dr. WawanSetiawan, M.Kom. NIP. 196601011991031005
Supervisor II
AgusFany Chandra Wijaya, M.Pd. NIP. 198108122005011003
Perceive,
Head of International Program on Science Education Study Program
Dr. Diana Rochintaniawati, M.Ed. NIP. 196709191991032001
(4)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE EFFECT OF EDMODO AS WEB BASED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
PiaFildzahVania 1101698
International Program on Science Education ABSTRACT
This research goal is to investigate the effect of Edmodo as web-based learning in learning thermal physics in junior high school. The analysis of this researchfocused on students’ cognitive and motivation in the classroom. The method that is used in this research is experimental withpretest-posttest design. One class taken as sample in this research, the sample comes from one of international school in Padalarang.The quantitative data of this research was gained through objective test (pretest-posttest) based on Blooms Taxonomy and questioner of motivation based on ARCS Motivational Design.Data processing was done by SPSS 20.0. The result of this research shows that there are an improvement of student cognitive C2 until C5 after learning using Edmodo. The average score in pretest was 45.89 and improve to 72.63. The result of normalized gain was 0.49, it included as medium improvement.Edmodo also increase student motivation in learning thermal physic.
Keywords: Web-based learning, Edmodo, Thermal Physic, Students’ Cognitive, Students’ Motivation, ARCS model.
(5)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Tujuan dari penelitian ini adalah untuk mencari tahu pengaruh Edmodos ebagai Web-Based Learning dalam pembelajaran Thermal Physic di sekolah menengah pertama. Penelitian ini memfokuskan kepada analisis level kognitif dan motivasi pada siswa siswi di dalam kelas. Penelitian ini menggunakan metode eksperimen dengan pretest-posttest
design.Sampel yang digunakan sebanyak satu kelas yang di ambil dari salah satu sekolah
international di daerahPadalarang. Data yang di gunakan di dapat dari objective test
(pretest-posttest) berdasarkan level kognitifdari Blooms Taxonomy dan questioner motivasi
berdasarkan ARCS Motivational Design. Data di proses menggunakan SPSS 20.0. Hasil yang di dapat dari penelitian ini menunjukan peningkatan pada level kognitif siswa mulai dari C2 hingga C5 setelah belajar menggunakan Edmodo. Rata-rata skorsiswa dalam pretest adalah 45.89 sementara dalam post test meninggkat hingga 72.63.Hasil normalized gain adalah 0.49, skor tersebut masuk ke dalam katagori peningatan medium. Edmodo juga meningkatkan motivasi siswa dalam belajar Thermal Physics.
Keywords: Web-based learning, Edmodo, Thermal Physics, Level KognitifSiswa, MotivasiSiswa, ARCS model
(6)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
SHEET OF LEGITIMATION... DECLARATION... ABSTRACT .……….……...
PREFACE...………....
ACKNOWLEDGEMENT... TABLE OF CONTENTS………..………....……. LIST OF TABLES..………... LIST OF FIGURES………...………..
LIST OF APPENDICES...
CHAPTER I INTRODUCTION
A. Background………
B. Research Problem.………....…………. C. Research Objective.………...…..……….. D. Limitations of Problem...………..…………. E. Research Benefit...………... F. Organization Structure of Research paper ….………....……....
CHAPTER II LITERATURE REVIEW
A. Web-based Learning ….………….………...………. B. Edmodo ………....…………....…….……... C. Students Cognitive …..……….…………....……....……….. D. Student Motivation ….………...…………....…………....…..………. E. Thermal Physic ....…………....…………...…………....….……….
F. Relevance Research………....
CHAPTER III RESEARCH METHODOLOGY
A. Research Method and Design ...……….……....
Page i ii iii iv v vii x xii xiii 1 3 3 3 4 4 6 7 12 13 16 18 20
(7)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
B. Population and Sample …..……….………....…….... 1. Research Location and Period ……….. 2. Population and Sample .……….…..……....
C. Assumption ...……….
D. Hypothesis ………..
E. Operational Definition ...……….……..……….
1. Web-based Learning ...…….………
2. Cognitive Level...………....………. 3. Students Motivation ...……….………...………… F. Research Instrument ….……….………….
1. Objective test ….………...…..……….…………..………... 2. Questioner of Motivation ….……… G. Instrument Development ...…….……….………..……….
1. Validity...……….……….….. 2. Discriminating Power.……….………… 3. Difficulty Level..……….……….…………
4. Reliability ...……….……….……
5. Distractor ...………...
6. Recap Result ...……….
H. Data Analysis ………..…….……..………….……... 1. Data Analysis toward cognitive Aspect .…………..……….……... a. Scoring test items ….………...……….. b. Calculation of gain score and normalized gain ….………..….
c. Normality test ….………..………
1) Wilcoxon test …..………
2. Data Analysis for Student Motivation ….……… I. Research Procedure ….………... J. Research Scheme ….………...
CHAPTER IV RESULT AND DISCUSSION
A. Implementation of Edmodo ...………
21 21 21 21 21 22 22 22 22 22 22 23 23 23 25 26 27 28 28 29 29 29 30 31 31 31 32 33 35
(8)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1. Result of Implementation Edmodo ...……… 2. Discussion of Implementation Edmodo ………. B. Student Cognitive ..………...………..……… 1. Result of Student Cognitive ...……….….………….... 2. Discussion of Student Cognitive ...……….…….. C. Student Motivation …...………...……….………
1. Result of Student Motivation …..………...……….………. 2. Discussion of Motivation ………...……..……….……….…….
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ...…….………..……….……… B. Recommendation ……...………...……….…..
REFERENCES...………..………...
APENDIX......………..………... A. INSTRUCTIONAL TOOLS ………... B. RESEARCH INSTRUMENT ………...
C. DATA RESULT ………
D. DOCUMENTATION………...
AUTOBIOGRAPHY………..
35 38 39 39 42 45 45 47
50 50
52
55 76 93 100 103
(9)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLES
Page
Table 2.1Core Competence of Thermal Physic..………...………...……. Table 3.1Research Design: One Group Pre-test Post-test ...………...…… Table 3.2 Statement of Classification in Motivation Questioner Based on
Criteria and Condition ...………...…... Table 3.3Interpretation of Validity ...………...……... Table 3.4Interpretation of Reliability………...……...………... Table 3.5Interpretation of Difficulty Level ...………... Table 3.6Classification of Discriminating Power ...…………..………... Table 3.7Recapitulation of Limited Test for Student Cognitive ...……... Table 3.8Normalized Gain Score Classification……...………...………. Table 3.9Scoring Guidelines Likert-Score.…………...………...……… Table 4.1 Learning Scenario ...………. Table 4.2 Summary of Student Cognitive Result ...……….
Table 4.3 Recapitulation of Student Cognitive Domain Of Bloom’s
Taxonomy ..………
Table 4.4 The Summary of Student’s statistical Test ………..
Table 4.5 Average Score in Each Condition ...………
11 20
23 24 25 26 28 28 31 32 35 39
40 42 46
(10)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF FIGURES
Page
Figure 2.1 Interface eFront ...………..…....………...……….... Figure 2.2 Interface Edmodo...………...………..………...……... Figure 2.3 Sign up Edmodo for Teacher……….
Figure 2.4 Sign up Edmodo for Student………... Figure 2.5 Requesting the class in Edmodo………. Figure 2.6 Edmodo Home for Student………. Figure 2.7 Edmodo Home for Teacher………. Figure 2.8 Quiz in Edmodo………..
Figure 3.1Research Scheme ...………....……..………...………. Figure 4.1 The implementation of Edmodo ...………. Figure 4.2 Students Activity in Edmodo ...……….. Figure 4.3 Graphic of Student Cognitive Result.……… Figure 4.4 Classroom Situation Using Edmodo ……….. Figure 4.5 Pre-test Conducted in Edmodo
...………...Figure 4.6 Comparison ARCS Situation
...………..
.
7 8 9 9 10 11 11 12 34 37 37 41 43 43 47
(11)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF APPENDICES
Page A. INSTRUCTIONAL TOOLS
Appendix A.1LessonPlan ………
Appendix A.2 Student’s Worksheet …….………... Appendix A.3Booklet how to use Edmodo………...
B. RESEARCH INSTRUMENT
Appendix B.1 The Result from Expert Judgment ..……….………... Appendix B.2CognitiveInstrument ……….……….
B.2.1 Result From Anatest ……… B.2.2 The Blue Print of Cognitive Test ...………. Appendix B.3 Motivation Instrument ...………...….……..…...
B.3.1 Blueprint of StudentMotivationQuestioner ...………
C. RESULT OF RESEARCH DATA
AppendixC.1 Recapitulation Of Student Cognitive ...……….. C.1.1 Pretest Data Result ...………... C.1.2 Posttest Data Result ………. Appendix C2 Recapitulation Of Student Motivation Questioner …….. C.2.1 The Result Of Attention Question ...……… C.2.2 The Result Of Relevace Question ...……… C.2.3 The Result Of Confidence Question ...……… C.2.4 The Result Of Satisfaction Question ...………
D. DOCUMENTATION
Appendix D.1 Documentation ...……… 55 61 66
77 79 79 85 91 91
94 94 95 96 96 97 98 99
(12)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I INTRODUCTION
A. Background
Technology always develop every time, technology helps us to do everything, even in education. Technology today can influence education system, the way of teaching and how student get the information.Using technology hopefully can make every student has a change to get proper education.Thecurrent generation of students, commonly referred to as “NetGen” learners, grew up surrounded bytechnology and bombarded by
continuous technological advancements. Computers, multimedia, theInternet, cell phones, and computer games were and continue to be a central and intuitive part of theirlife (Pergola and Walters). That situation not happen in all
school, some school have not use technology in their learning process. In Indonesia, only some school that has been integrated between learning process at school and technology that using internet.
The development of multimedia technology has changed the way people learn, obtain various information as well as in interpreting information (Ziden and Rahman, 2013). The use of the interactive learning environment begins with an instructor uploading a set of lecture slides and setting up an interactive learning session. This task may include adding quiz questions and the lecture session preferences prior to entering the classroom. The instructor has an expanded user interface that provides access to these administrative functions such as uploading slideshows, creating quizzes, and enabling or disabling interactive features (Chao, Parker and Fontana, 2011). Student can access the materials or information every time and everywhere as long as there is an internet. This is a good idea if we develop this concept into Indonesia education system because children in Indonesia can access the materials before they are come into the classroom.
(13)
2
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
In learning science concept, sometimes the student find difficulty in learning. By using this web-based learning, the student can choose the time for learn and they can use their own gadget to access the materials. Web-based learning also can increase the student motivation in learning. Today, some student lazy to learn because the traditional method that use is not match with the development of technology.
In this research the authors try to find out the effect of Edmodo towards student cognitive and motivation while learning thermal physic.Edmodois an educational technology that teacher, student and parent can use. By this application, teacher can share information, materials of teaching, task for the student, and also exam.
Teacher can track student performance and give score to the student. The student can access the materials every time, chat with their friends and doing online quiz.This research will try to measure student students’ cognitive that is measured in this research involves level cognitive, understanding (C2), applying (C3) and analysing (C4) based on Taxonomy Bloom (Anderson et al., 2001).
To teach thermal physic,Edmodo can be used as an additional media, teacher can put all materials on the Edmodo and the student can access it before start the class or at home. In this topic teacher will do some classroom activity and quiz. There are some sources that teacher will put in Edmodo, there are video, articles, question and quiz. Teacher will ask the student to access Edmodo before come to classroom. Student can easily access the source of the lesson and can repeat it every time student need. There are several advantages if teacher use Edmodo than the other media, Edmodo is easy to use for teacher and student, teacher can put note, quiz, polling, alert and student can access it everytime. By using Edmodo, the student can improve their motivation in learning, while the motivation increase, the student cognitive will increase too.
(14)
3
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
B. Research Problem
The research problem of this study is “Is there any Effect ofEdmodo as
Web Based Learning towards Student Cognitive and Motivation in Learning Thermal Physic?”
Elaborating the research problem, there are some research questions that are derived from, there are:
a. How is the Effect of Edmodo as Web Based Learning Towards Student Cognitive in Learning Thermal Physic?
b. How is the Effect of Edmodo as Web Based Learning Towards Student Motivation in Learning Thermal Physic?
C. Research Objectives
This research objective is specified as follow:
a. To analyse the effect of Edmodo as web based learningtoward student cognitive in learning thermal physic.
b. To analyse the effect of Edmodo as web based learningtoward student motivation in learning thermal physic.
D. Limitation of Problem
In order to make the research become more focused, the problem is limited as follow:
The analysis of the implementation of edmodo in learning thermal physic in this study is investigated in term of the implementation of Edmodo in home and school on an activity as lesson plan, of which the contribution
(15)
4
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
E. Research Benefit
The results of this study are expected to provide the following benefits: a. For teacher, by this research teacher can improve their teaching by using
web-based learning as a media, teacher also can share their knowledge; teacher to teacher, teacher to student using web-based learning.
b. For student, by this research student can find another way to learn and try new way using internet or web-based learning.
c. Another researcher, this research can be used as a reference and for another research in the future.
F. Organization Structure of Research Paper
In order to get organized structure of paper, this research paper is arranged based on the following organization structure:
1. Chapter I : Introduction
This chapter describes about the background of the research and continue to the problem proposed as well as its limitation. This chapteralso explains the research objective and also research benefit for other researcherthat has the same field of study.
2. Chapter II:Literature Review
This chapter explaines some literatures and supportive theories of the research. The information about web-based learning, Edmodo, student cognitive on Taxonomy Blooms, student motivation using ARCS model by Keller and the thermal physic as the topic.
3. Chapter III : Methodology
This chapter explaines aboutmethod and design that used in this research, population and sample that used, operational definition, assumption, how the data are be collected, the instruments used, the research procedure and scheme.
(16)
5
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4. Chapter IV : Result and Discussion
In this chapter, the data that has been collected are discussed and analyse as a result of the research.
5. Chapter V : Conclusion and Recommendation
This is the last chapter of this research, all of research questions are concluded based on the result. The suggestion of this research comes from difficulties and obstacle while doing this research.
(17)
20
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III METHODOLOGY
A. Research Method and Design
The research method is used as scientific way to get the data with the purpose and specific uses. Research method and research design in this study will be described as follow:
1. Research Method
This research using weak experimental method, According to Fraenkel and Wallen (2009), weak experimental design is design that are “weak” do not have built-in controls for threat to internal validity. In addition to the independent variable, there are a number of other plausible explanations for any outcomes that occur.
2. Research Design
This research using One-Group Pretest-PosttestDesign according to Fraenkel and Wallen (2006). In the one-group pretest-posttest design, a single group is measured or observed not only after being exposed to a treatment of some sort, but also before. A diagram of this design is as follows:
Table 3.1 Research Design: The One-Group Pretest-Posttest Design
O X O
(18)
21
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
B. Population and Sample
1. Research Location and Period
The location of this research was in one international school in Bandung Barat in the school period of 2014/2015. The school used Cambridge curriculum combine with 2006 Curriculum of Indonesia. This school using Englishas main language in the teaching learning process.
2. Population and Sample
The population in this research was 7th grade students. The sample was one class in seventh grade. The sample was all of cognitive abilities and motivation on thermal physic chapter in one class. Sampling were selected by purposive sampling technique according to Fraenkel and Wallen (2007) because the researcher choose sample based on the specific purpose namely having internet and gadget as media to learn this topic.
C. Assumption
The assumption as the foundation of this study as follow
1. Web-based educations introduce the student to a much richer variety of text, external links, audios, and videos to the virtual classroom.
2. For student Edmodo is very effective learning tool.
3. Web based learning may useful tool to reach a wider range of student ability levels, as average grade did not appear to influence student learning performance.
D. Hypothesis
Hypothesis that is tested in this study are as follow:
H0 : There is no difference of students cognitive and students’ motivation in learning thermal physic usingEdmodo as Web-Based Learning.
(19)
22
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
H1 : There is difference of students cognitive and students’ motivation in learning thermal physic using Edmodo as Web-Based Learning.
E. OperationalDefinition
In order to avoid the misconception in this research. Some operational definitions are explained in this research. Those terminologies are explained as follow:
1. Learning activities using Web-Bases Learning conducted by using Edmodo. 2. Cognitive level in this research is competence of students that covers the
level cognitive such as understanding (C2), applying (C3) andanalysing (C4), based on Taxonomy Bloom (Anderson et al., 2001). This competence is measured by using multiple choice questions (pre-test and post-test).
3. Students’ motivation in this research is referring to ARCS model by Keller. ARCS model consist of attention, relevance, confidence, satisfaction. Data obtained through questionnaire that is adjusted with ARCS model.
F. Research instrument
In this research, instrument is necessary to be used for gaining data. There are two types instrument that are used in this research. Those instruments are described below.
1. Objective test
Objective test in a form of multiple choice questions is used to measure students’ cognitive before and after used Edmodo as web-based learning in thermal physic topic. Pretest used to see student prior knowledge about the thermal physic and posttest to see student improvement after using Edmodo.There are three cognitive domains that will be used in multiple choice questions, there are understanding (C2), applying (C3), analyzing (C4).
(20)
23
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2. Questioner of Motivation
To see improvement of student motivation, this research used Motivational design by Keller to see student motivation, there are 36 statement which distributed into four category with positive and negative statement. The data will collect by score that student give. The range of score that student can choose from 1 until 5. The classification of statement present in table 3.2.
Table 3.2 Statement Classification in Motivation Questionnaire Based On Criteria and Conditions
No Condition
Motivation Questionnaire Number of Positive
Statement
Number of Negative Statement 1. Attention
2, 8, 9, 11, 17, 20, 23,
24, 28
12, 15, 22, 29
2. Relevance 4, 6, 16, 18,
30, 33 26, 31
3. Confidence 1, 13, 25,
35 3, 7, 19
4. Satisfaction 5, 10, 14,
21, 27, 32, 36 34
G. Instrument Development
The objective test in form of multiple choices will be analyzing using ANATES 4.9.0 statistical software. All of the test items after analyzed and judged by the expert will be tested to the students. The result of the test items after tested will be used, revised or deleted.
There are some aspects that must be analyzed while making the objective test, there are:
1. Validity
To get valid result of the activity, the instrument that will be used must be valid Arikunto (2013). The validity which will be used is content
(21)
24
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
validity. Content validity has a relation with the instrument, the content or materials will be put in the content validity. To determine the number of validity, it is done with the product moment correlation equation as follows.
� = −
2− 2 2− 2
Where,
rxy = coefficientcorrelation or item validity
ƩX = sum of total score of all students for each question item ƩY = sum of total score of all students for whole test
N = total number of students
X = score of each student for each question item Y = total score of each student
The validity interpretation is represented in the table below.
Table 3.3 Interpretation of Validity No. Value rxy Criteria
1 0.80 < r ≤1.00 Very High
2 0.60 < r ≤ 0.80 High
3 0.40 < r ≤ 0.60 Fair
4 0.20 < r ≤ 0.40 Low
5 0.00 < r ≤ 0.20 Very Low
(22)
25
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2. Reliability
Reliability is a measurement which stated about consistence of the measurement tools that used. (Arikunto, 2013) states that the reliability tends to a definition about trust instrument which is used as collecting data tools.
To define the reliability of objective test, alpha formula will be used as a formula because the question using multiple question.
Where,
r11 : Instrument reliability
n : Amount of question
2i
: Amount of variant score in each item
2 i
: Varian total
The reliability interpretation is represented in the table below.
Table 3.4 Interpretation of Reliability No. Reliability Coefficient Criteria
1 0.00 < r ≤ 0.20 Very Low
2 0.20 < r ≤ 0.40 Low
3 0.40 < r ≤ 0.60 Fair
4 0.60 < r ≤ 0.80 High
5 0.80 < r ≤ 1.00 Very High
(Arikunto, 2013)
22 11 1 1 i i n n r
(23)
26
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3. Difficulty Level
Level of difficulty here means level of difficulty of the student’s but not from teacher perspective, the good question are the question that is not to hard for the student but also not too easy to be answered.
To show the difficulty level of the question, difficulty index can be used to show the difficulty level of question. The range of level of difficulty is from 0,00 to 1,00. The lower the index, then the more difficult the question and vice versa.
To find out the difficulty index the formula that is used is shown below:
JS B P Where,
P : Difficulty index
B : Number of students who answer the question correctly
JS : Number of all students who join the test
The classification of difficulty level is represented in the table below.
Table 3.5 Interpretation of Difficulty Level No. Difficulty Value Criteria
1 0.00 – 0.30 Difficult
2 0.30 – 0.70 Medium
3 0.70 – 1.00 Easy
(24)
27
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4. Discriminating Power
Discriminating power means an ability of question to discriminate between high-achiever students and low-achiever students (Arikunto, 2013). The question that can be answered both from high-achiever and the low-achiever student is not good question because it is too easy to answer. Otherwise, the question that cannot be answered both of them is also not good question because it is too hard for the student. Number that shows discriminating power is called as discriminant index (D). Discriminant index range is about 0,00 to 1,00. Good questions will have discriminant index between 0,4 and 0,7 (Arikunto, 2013).
The formula of discriminant index is
B A B B A A
P P J B J B
D
Where,
D : Discriminating Power (Discriminant Index) A
B : Number of high-achiever students which answer the question correctly
B
B : Number of low-achiever students which answer the question correctly
A
J : Total of students in upper group
B
J : Total of students in lower group
A
P : Proportion of upper group who answer question correctly
B
P : Proportion of lower group who answer question correctly
P is level difficulty
To determine whether the discrimination index is a good or not, it can be checked in the table 3.6
(25)
28
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 3.6Classification of discriminating power (discriminant index)
D Classification
0,00-0,20 Poor
0,21-0,40 Satisfactory
0,41-0,71 Good
0,71-1,00 Excellent
(Arikunto, 2013) 5. Distractor
A good distractor will be choose by almost all student that did not understand about the concept, but if the student that understand the concept choose the same answer with student that did not understand that is mean that is not good distractor. A good distractor at least chosen by 5% of the student that joined the test (Arikunto, 2013).
6. Recap Result
Before using objective test in the class, the objective test should be tested in form of validation, reliability, distraction level, discriminator power and distractor. The test using ANATEST, the recapitulation of test presented on table 3.7 below.
Table 3.7 Recapitulation of Limited Test for Students’ Cognitive Question
Number
Discriminating
Power Validity
Difficulty
Level Status
1 Excellent Very Low Very Easy Revised
2 Poor Negative Medium Revised
3 Poor Low Difficult Revised
4 Poor Low Very Easy Revised
5 Good Fair Difficult Accepted
6 Good Fair Medium Accepted
7 Good Fair Easy Accepted
8 Good Low Medium Revised
9 Good Fair Medium Accepted
10 Negative Negative Difficult Revised
(26)
29
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Question Number
Discriminating
Power Validity
Difficulty
Level Status
12 Good Low Easy Accepted
13 Good Low Medium Accepted
14 Good Low Medium Revised
15 Good Low Difficult Revised
16 Negative Negative Difficult Revised
17 Good Low Medium Revised
18 Good Low Medium Revised
19 Good Very Low Difficult Revised 20 Good Very Low Difficult Revised
21 Good Low Difficult Revised
22 Good Low Difficult Accepted
23 Good Very Low
Very
Difficult Revised
24 Good Low Difficult Revised
25 Good Low Medium Revised
H. Data analysis
In this research the data processed in quantitative. The data that gain from experiment processed to measure cognitive aspect and student motivation. Data that used for cognitive aspect collected from student score in pretest and posttestmeanwhile, for student motivation the data taken from questioner of student motivation.
1. Data Analysis Toward Student Cognitive Aspect
Quantitative data analysis done by Microsoft excel and SPSS 2.0, in order to determine the score of pretest and posttest from student. Of data will be processed as the following explanation.
a. Score test item
Pre-test Post-test that is used in this research combine between test that conducted in Edmodo and test that using paper test. Pretest conducted in Edmodo, there are 20 test item that student should answer. For student
(27)
30
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
that cannot use Edmodo, test item given in paper test. Each number that correct given by 5 point and if wrong 0 point. Question that given in posttest same question with pretest and conducted using paper test.
b. Calculation of gain score and normalized gain
The result of score test item will be processed using SPSS 20.0 to find gain score and normalized gain score. Gain score is the gap between pretest and posttest while normalized gain used to find the improvement categorize. According to Hake, here this the formulas:
� =� − ��
Description:
G: Gain Score
Sf: Average Post-test Score Si: Average Pre-test
The calculation of gain score used to see whether the Edmodo give a significant positive impact or not. Normalized gain calculation used to find and the improvement of Edmodo. Normalized gain of each student (g) determines by followings this formula:
= �
� � =
� − �� �� �� � − �� Description:
<g> : Normalized Gain G : Gain Score
Sf : Average Post-test
Si : Average Pre-test
Result from normalized gain will categorized by 3 classifications by hake. The classification of n-gain provided in table 3.4.
(28)
31
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 3.8 Normalized Gain Score Classification
Value Categories
<g>>0.7 Low
0.7><g><0.3 Medium
<g><0.3 High
c. Normality test
Parametric assume that each variable in this research has a normal distribution. Normality test use to see whether the data has normal distribution or not. This research using SPSS 20.0 to test normality, Kolmogorov-smirnov with significant level (α) is 0.05. when significant value of Kolmogorov-smirnov>0.05 H0 will accepted and when value <0,05 H0 will rejected the hypothesis like shown below.
H0 : Sample comes from population that has normal distribution. H1 : Sample comes from population that has not normal distribution. d. Wilcoxon test
Wilcoxon test chosen because the number of sample that used less than 30 samples. This test used to compare two groups that related each other. H0 rejected if significant p-value < 0.05 with hypothesis:
H0: There is no difference of students cognitive and students’ motivation in learning thermal physic using Edmodo as Web-Based Learning. H1: There is difference of students cognitive and students’ motivation in
learning thermal physic using Edmodo as Web-Based Learning. e. Data Analysis for Student Motivation
Quantitative data analysis done by Microsoft excel. The data taken from student questioner of motivation. There are 36 statement with 5 number of likert-scale that student can choose. The statement classifies into four, there are attention, relevance, confidence, and satisfaction based
(29)
32
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
on Keller. The statement also divided into positive and negative , and each statement has score. The score for each statement is given in table 3.9.
Table 3.9 Scoring Guidelines likert-score
Statement strongly agree
Agree Hesitate Disagree Strongly Disagree
Positive 5 4 3 2 1
Negative 1 2 3 4 5
I. Research Procedure
1. Preparation Stage
In this stage, the researcher conduct several stages that support the research, the steps will be explained as follow:
a. Analysis of ,
1) Analysis of Cambridge Curriculum, 2) Analysis of Edmodo,
3) Analysis of WBL,
4) Analysis of student cognitive, 5) Analysis of student motivation.
b. Arranged the research instrument and being judged by the expert (pretest –posttest and questioner).
c. Revised of research instrument after having suggestion. d. Try out of research instrument.
2. Implementation stage
The stage explains the step of how research will be implemented, it consists of:
(30)
33
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
a. To see student prior knowledge, pretest will be conducted in the first meeting of the classroom.
b. Processing pretest result.
c. Implementation Web-Based Learning model using Edmodo in the classroom while learning thermal physic.
d. Posttest will be conducted to see student improvement after using Edmodo as Web-Based Learning while learning thermal physic.
3. Completion stage
This is the final stage of the research design, the step that will be conducted in this stage will be explained as the following steps:
a. Analyze the result of the whole research from based on the instrument result.
b. Conclude for the data analysis result.
J. Research Scheme
Scheme of research is a view how is the research conducted. Starting from preparation, implementation, and analysis and conclusion stages. Detailed of the research scheme will be shown as Figure 3.1 in the next page.
(31)
34
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Motivation Questionnaire Pretest/
Pot-test
Draft of Questioner
Analysis by Anatest Limited test
Revised
Pretest
Result and conclusion
Implementation Stage
Analysis and Conclusion Stage
Figure 3.1 Research Scheme Instrument making
Data Analysis
Preparation Stage
Analysis of 2013 and Cambridge
Curriculum
Analysis of WBL
Analysis of Student Cognitive
Analysis of Student Motivation Analysis
of Edmodo
Expert Validation
Draft of Objective Test
Edmodo Post-test
(32)
50
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND RECOMMENDATION A. Conclusion
Research of implementation of Edmodo as web-based learning has been conducted systematically, based on the research result it is acquired some conclusions as follows:
1. The implementation of Edmodo in the classroom resulteda positive effect in student cognitive and student motivation.
2. Implementation of Edmodo as web-based learning in learning thermal physic can improve student cognitive,can be noticed by the results of each cognitive level that increase from pre-test to post-test and also the normalized gain shown medium improvement.
3. The implementation of Edmodo also affected to student motivation in learning thermal physic, this can be noticed from the result of student motivation questioner. The result from the motivation questioner included as satisfied motivated.
B. Recommendation
Based on the findings of the research that has been conducted and concluded, there are several recommendations that necessary to be conveyed by the researcher. It will be described as follow.
1. Web-based learning in the classroom or at home can be used as an alternative in teaching thermal physics.
2. Teacher supervision outside the classroom, it is necessary to make sure every student access Edmodo and collect the task.
3. More session and meetings can be considered when the implement Edmodo as Web-based Learning to see the effectiveness of Edmodo
(33)
51
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4. The recommendation of improvement in students activity as the result of this research could be applied in the future research.
5. Since this study was conducted in physics topic, it is recommended for further research to implement this web-based learning in another subject.
(34)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES
Al-kathin, F. (2015).Beyond the Classroom Walls: Edmodo in Saudi Secondary SchoolEFL Instruction, Attitudes and Challenges. Canadian Center of
Science and Education.8(1).[Online].Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/43441/2366 8.[Accessed on July 5th 2015].
Anderson, L.W. (Ed); et al.(2001).A taxonomy for learning, teaching, and accessing; A revision of Bloom’s Taxonomy of Educational Objectives
(Complete edition). New York: Longman.
Arikunto, S.(2013). Dasar-dasarEvaluasiPendidikan. Jakarta: BumiAksara. Blazer, C. (2010).Twenty Strategies to Increase Student Motivation.Information
Capsule Research Services.0907(-).[Online].Retrieved from http://files.eric.ed.gov/fulltext/ED544660.pdf. [Accessed on July 13th , 2015]
Borg, Nic., O’Hara, Jeff., and Hunter, Crystal.(2008). About Edmodo.[Online].Retrieved from https://www.edmodo.com/about. [Accessed on July 8th , 2015].
Breithaupt, Jim and Newman, Viv.(2009). Physic for IGCSE. United Kingdom: Nelson Thornes.
Chao, J.T., Parker, K.R., and Fontana, A. (2011). Developing an Interactive Social Media Based Learning Environment. Issues in Informing Science
and Information Technology.8(--). 323- 334. [Online].Retrieved from
iisit.org/Vol8/IISITv8p323-334Chao301.pdf.[Accessed on Sept 6, 2014]. Fraenkel, J.R. and Wallen, N.E. (2007).How To Design and Evaluate Research in
Education, Sixth Edition. New York: McGraw Hill.
Hake, R.R. (1999).Analyzing Change/Gain Scores.[Online]. Retrieved from http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf
[Accessed on July 12th, 2015]
Heafner, T. Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
[Online]. Retrieved from
http://www.citejournal.org/articles/v4i1socialstudies1.pdf[Accessed on July 8th , 2015].
(35)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Kamarulzaman, Y., Madun, A. and Ghani, F.A. (2011). Attitude towards E-learning Among Students: Evidence from A Malaysian Public University.
British Journal of Arts and Social Sciences.3(2). 132-142. Retrieved from
www.bjournal.co.uk/paper/BJASS_3_2/BJASS_03_02_01.pdf. [Accessed on October 27, 2014].
Kay, R. (2011). Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms.Interdisciplinary
Journal of E-Learning and Learning Objects.7(--). 359-374. Retrieved
from www.ijello.org/Volume7/IJELLOv7p359-374Kay781.pdf. [Accessed on September 6, 2014].
Kay, R. (2012). EXPLORING INDIVIDUAL DIFFERENCES IN THE IMPACT OF WEB-BASED LEARNING TOOLS (WBLTS).Research and Practice
in Technology Enhanced Learning. 7(2). 89-104. Retrieved from
http://www.apsce.net/uploaded/filemanager/2ebe87bb-e348-4cad-8245-3607332ed9db.pdf. [Accessed on October 27, 2014].
Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach . Integrated Motivation, --(--).1-17. Retrieved from https://www.apps.fischlerschool.nova.edu.[Accessed on September 29, 2014].
Lopes, A.P. (2011). Teaching With Moodle In Higher Education.
[Online].Retrieved from
recipp.ipp.pt/.../TEACHING%20WITH%20MOO.[Accessed on October 6, 2014].
Lynch, T.D. and Lynch, C.E. (--).Web-Based Education. The Innovation Journal:
The Public Sector Innovation Journal. 8(4).1-28. [Online].Retrieved
frominnovation.cc/scholarly-style/lynchs-education.pdf.[Accessed on October 10, 2014].
Nee, C.K. (2014).The Effect Of Educational Networking OnStudents’ Performance In Biology. International Journal on Integrating Technology
in Education (IJITE).3(1).[Online]. Retrieved from http://airccse.org/journal/ijite/papers/3114ijite02.pdf [Accessed on July 10th ,2015]
Pergola, Teresa M. and Walters, L.M. (--).Evaluating Web-Based Learning Systems. Journal of Instructional Pedagogies.–(--).1-17.
[Online].Retrieved from www.aabri.com/manuscripts/10579.pdf. [Accessed on Sept 9,2014].
(36)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Rouse, M. (2005). Web-based training (e-learning).[Online].Retrieved from http://searchsoa.techtarget.com/definition/Web-based-training.[Accessed on October 10, 2014].
Siirak, V. (2012).Moodle E-learning Environment as an Effective Tool in University Education.Journal of Information Technology and Application
in Education.1(2).94-96. [Online].Retrieved from www.jitae.org/paperInfo.aspx?ID=5195.[Accessed on October 27, 2014].
Trust, T., et.al.(2008). ARCS Model of Motivational Design. [Online].Retrieved from torreytrust.com/images/ITH_Trust.pdf.[Accessed on September 29, 2014].
Wang, S.K and Reeves, T.C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course.
Education Tech Research Dev. 169-192. [Online]. Retrieved from
http://www.fp.ucalgary.ca/maclachlan/EDER_679.06_Fall_2009/Student_ Motivation_WebLE.pdf [Accessed on July 8th , 2015].
Ziden, A.A. and Rahman, M.F.A. (2013).The Effectiveness of Web-Based Multimedia Applications Simulation in Teaching and Learning.International Journal of Instruction.6(2).1-13.
[Online].Retrieved from
(1)
34
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Motivation Questionnaire Pretest/
Pot-test
Draft of Questioner
Analysis by Anatest Limited test
Revised
Pretest
Result and conclusion
Implementation Stage
Analysis and Conclusion Stage
Figure 3.1 Research Scheme
Instrument making
Data Analysis
Preparation Stage Analysis of 2013
and Cambridge Curriculum
Analysis of WBL
Analysis of Student Cognitive
Analysis of Student Motivation Analysis
of Edmodo
Expert Validation
Draft of Objective Test
Edmodo Post-test
(2)
50
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND RECOMMENDATION A. Conclusion
Research of implementation of Edmodo as web-based learning has been conducted systematically, based on the research result it is acquired some conclusions as follows:
1. The implementation of Edmodo in the classroom resulteda positive effect in student cognitive and student motivation.
2. Implementation of Edmodo as web-based learning in learning thermal physic can improve student cognitive,can be noticed by the results of each cognitive level that increase from pre-test to post-test and also the normalized gain shown medium improvement.
3. The implementation of Edmodo also affected to student motivation in learning thermal physic, this can be noticed from the result of student motivation questioner. The result from the motivation questioner included as satisfied motivated.
B. Recommendation
Based on the findings of the research that has been conducted and concluded, there are several recommendations that necessary to be conveyed by the researcher. It will be described as follow.
1. Web-based learning in the classroom or at home can be used as an alternative in teaching thermal physics.
2. Teacher supervision outside the classroom, it is necessary to make sure every student access Edmodo and collect the task.
3. More session and meetings can be considered when the implement Edmodo as Web-based Learning to see the effectiveness of Edmodo
(3)
51
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4. The recommendation of improvement in students activity as the result of this research could be applied in the future research.
5. Since this study was conducted in physics topic, it is recommended for further research to implement this web-based learning in another subject.
(4)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Al-kathin, F. (2015).Beyond the Classroom Walls: Edmodo in Saudi Secondary SchoolEFL Instruction, Attitudes and Challenges. Canadian Center of
Science and Education.8(1).[Online].Retrieved from
http://www.ccsenet.org/journal/index.php/elt/article/viewFile/43441/2366 8.[Accessed on July 5th 2015].
Anderson, L.W. (Ed); et al.(2001).A taxonomy for learning, teaching, and accessing; A revision of Bloom’s Taxonomy of Educational Objectives
(Complete edition). New York: Longman.
Arikunto, S.(2013). Dasar-dasarEvaluasiPendidikan. Jakarta: BumiAksara. Blazer, C. (2010).Twenty Strategies to Increase Student Motivation.Information
Capsule Research Services.0907(-).[Online].Retrieved from
http://files.eric.ed.gov/fulltext/ED544660.pdf. [Accessed on July 13th , 2015]
Borg, Nic., O’Hara, Jeff., and Hunter, Crystal.(2008). About
Edmodo.[Online].Retrieved from https://www.edmodo.com/about.
[Accessed on July 8th , 2015].
Breithaupt, Jim and Newman, Viv.(2009). Physic for IGCSE. United Kingdom: Nelson Thornes.
Chao, J.T., Parker, K.R., and Fontana, A. (2011). Developing an Interactive Social Media Based Learning Environment. Issues in Informing Science and Information Technology.8(--). 323- 334. [Online].Retrieved from iisit.org/Vol8/IISITv8p323-334Chao301.pdf.[Accessed on Sept 6, 2014]. Fraenkel, J.R. and Wallen, N.E. (2007).How To Design and Evaluate Research in
Education, Sixth Edition. New York: McGraw Hill.
Hake, R.R. (1999).Analyzing Change/Gain Scores.[Online]. Retrieved from http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf
[Accessed on July 12th, 2015]
Heafner, T. Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
[Online]. Retrieved from
http://www.citejournal.org/articles/v4i1socialstudies1.pdf[Accessed on July 8th , 2015].
(5)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Kamarulzaman, Y., Madun, A. and Ghani, F.A. (2011). Attitude towards E-learning Among Students: Evidence from A Malaysian Public University. British Journal of Arts and Social Sciences.3(2). 132-142. Retrieved from
www.bjournal.co.uk/paper/BJASS_3_2/BJASS_03_02_01.pdf. [Accessed on October 27, 2014].
Kay, R. (2011). Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms.Interdisciplinary Journal of E-Learning and Learning Objects.7(--). 359-374. Retrieved from www.ijello.org/Volume7/IJELLOv7p359-374Kay781.pdf. [Accessed on September 6, 2014].
Kay, R. (2012). EXPLORING INDIVIDUAL DIFFERENCES IN THE IMPACT OF WEB-BASED LEARNING TOOLS (WBLTS).Research and Practice in Technology Enhanced Learning. 7(2). 89-104. Retrieved from http://www.apsce.net/uploaded/filemanager/2ebe87bb-e348-4cad-8245-3607332ed9db.pdf. [Accessed on October 27, 2014].
Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach . Integrated Motivation, --(--).1-17. Retrieved from https://www.apps.fischlerschool.nova.edu.[Accessed on September 29, 2014].
Lopes, A.P. (2011). Teaching With Moodle In Higher Education.
[Online].Retrieved from
recipp.ipp.pt/.../TEACHING%20WITH%20MOO.[Accessed on October 6, 2014].
Lynch, T.D. and Lynch, C.E. (--).Web-Based Education. The Innovation Journal: The Public Sector Innovation Journal. 8(4).1-28. [Online].Retrieved frominnovation.cc/scholarly-style/lynchs-education.pdf.[Accessed on October 10, 2014].
Nee, C.K. (2014).The Effect Of Educational Networking OnStudents’ Performance In Biology. International Journal on Integrating Technology
in Education (IJITE).3(1).[Online]. Retrieved from
http://airccse.org/journal/ijite/papers/3114ijite02.pdf [Accessed on July 10th ,2015]
Pergola, Teresa M. and Walters, L.M. (--).Evaluating Web-Based Learning Systems. Journal of Instructional Pedagogies.–(--).1-17. [Online].Retrieved from www.aabri.com/manuscripts/10579.pdf. [Accessed on Sept 9,2014].
(6)
Pia Fildzah Vania, 2015
THE EFFECT OF EDMODO AS WEB BASSED LEARNING TOWARDS STUDENT COGNITIVE AND MOTIVATION IN LEARNING THERMAL PHYSICS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Rouse, M. (2005). Web-based training (e-learning).[Online].Retrieved from http://searchsoa.techtarget.com/definition/Web-based-training.[Accessed on October 10, 2014].
Siirak, V. (2012).Moodle E-learning Environment as an Effective Tool in University Education.Journal of Information Technology and Application
in Education.1(2).94-96. [Online].Retrieved from
www.jitae.org/paperInfo.aspx?ID=5195.[Accessed on October 27, 2014].
Trust, T., et.al.(2008). ARCS Model of Motivational Design. [Online].Retrieved from torreytrust.com/images/ITH_Trust.pdf.[Accessed on September 29, 2014].
Wang, S.K and Reeves, T.C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course. Education Tech Research Dev. 169-192. [Online]. Retrieved from http://www.fp.ucalgary.ca/maclachlan/EDER_679.06_Fall_2009/Student_ Motivation_WebLE.pdf [Accessed on July 8th , 2015].
Ziden, A.A. and Rahman, M.F.A. (2013).The Effectiveness of Web-Based Multimedia Applications Simulation in Teaching and Learning.International Journal of Instruction.6(2).1-13.
[Online].Retrieved from