THE EFFECT OF INTERACTIVE DIGITAL MODULE, SELF EFFICACY AND DORMITORY PROGRAM ON STUDENTS’ LEARNING ACHIEVEMENT, RETENTION, AUTONOMY AND ACTIVITY IN GRADE XI IA AT SMAN 2 BALIGE.

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First of all, I would like to praise and gratitude to God Almighty for His gracious and merciful that has given the health and strength to me so that this thesis entitled The Effect of Interactive Digital Module, Self Efficacy, and Dormitory Program on Students’ Learning Achievement, Retention, Autonomy and Activity on Human Digestive System in Grade XI IA SMAN 2 Balige at A.Y. 2014/2015 can be completed properly in accordance with the planned time.

During writing this thesis, the writer had the guidance, assistance and prayer support from the various parties. Sincere thanks should always be offered to my beloved parents Harmonis Tarigan and Sarioni Ginting, BA for their encouragement, support and motivation during writing this thesis. I would like to express my genuine gratitude to my supervisor Prof.Dr.Herbert Sipahutar, M.S, M.Sc and Dr.Fauziyah Harahap, M.Si who have given great support to me throughout my research. This study wouldn’t be possible without their suggestions and guidance. They did not only contribute through valuable advice and criticism, but also provided strength by encouragement and moral incentive.

Thanks are also due to the head and the secretary of Biology Education Study Program: Dr. Hasruddin, M.Pd and Dr.Hj.Fauziyah Harahap, M.Si and also the Staff, Anna for their commitment to facilitate the students of Postgraduate Program of Biology Education and for their trust that provided me confidence. Last but not least, the I am greatly thankful to all my friends and colleagues of biology class B2.

Therefore, the author would like thank profusely to :

1) Prof. Dr. Abdul Muin Sibuea, M.Pd as the Director of Post Graduate Program of Medan State University who has allowed the authors to carry out research.

2) Lecturers of Biology Study Program in Post Graduate of Medan State University which have provided knowledge to the author during the lectures.

3) Prof. Dr. Busmin Gurning, M.Pd, Syarifuddin, M.Sc, Ph.D and Dr. Hasruddin, M.Pd as the lecturer team of examiners for their suggestion

and constructive criticisms for the revision of this thesis.

4) All of the staff in Post Graduate Biology Study Program, State University of Medan who have given the knowledge that are useful for the author during academic program.


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5) Head of Education and Culture Ministry Tobasa, Drs. Lalo Hartono Simanjuntak who has given permission for author for doing research in SMAN 2 Balige.

6) Principal of SMA Negeri 2 Balige, Aldon Samosir, S.Pd, M.Si for his kindness to allow author in conducting this research at SMAN 2 Balige. 7) Rohani Siburian, S.Pd, M.Si and Kanada Siregar, S.Pd as biology teacher

in SMAN 2 who have helped me in conducting the study.

8) Students of Class XI IA 1 - XI IA 6 SMAN 2 Balige who have received the presence of author during research in these classes.

9) Author also says thank for principal of SMAN 1 Berastagi, Alberto Colia,M.Pd who has given permission to validate the instrument tests and Dra. S.Ginting, M.Si as biology teacher who helped me in validating the research instrument and also Class XII IA 1-4 of SMAN 1 Berastagi who have received a good response for answering the instruments tested.

10)Author also says thank for principal of Noble School, Farida, S.E, M.BA who has allowed me for doing research in SMAN 1 Berastagi and SMAN 2 Balige.

11)All my friends especially for Yosafat Barus, Ns, M.Kep for his motivation, kindness and encouragement to author.

12)The rest who are too many to mention, but who have never felt bored of reminding me to complete this thesis.

Finally, I hope suggestions and critics from the readers in order to revise this thesis. Hopefully, this thesis can be useful and give functions for the readers’ knowledges especially about the development of interactive digital textbook and its effect in learning.

Medan, April 2015 Writer,

Wenny Pintalitna Tarigan Reg. Number: 813 617 4032


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Penelitan ini bertujuan untuk: (1) Mengembangkan modul pembelajaran digital interaktif, elektronik dan teks yang dikembangkan pada materi sistem pencernaan untuk kelas XI IA SMA; (2) Mengetahui pengaruh modul pembelajaran; efikasi diri dan program asrama terhadap hasil belajar, memori retensi, kemandirian dan aktivitas belajar. Metode penelitian adalah penelitian pengembangan model Dick and Carey dan eksperimen kuasi dengan teknik analisis data menggunakan uji Anova Tiga Jalur, Anova Satu Jalur dan uji-t.

Subjek uji coba modul pembelajaran terdiri dari dua ahli materi pelajaran Biologi, dua ahli modul pembelajaran, satu ahli media pembelajaran elektronik, tiga siswa untuk uji perorangan, sepuluh siswa dan guru untuk uji kelompok kecil, tiga puluh siswa SMAN 1 Berastagi untuk uji kelompok sedang dan 60 siswa SMAN 2 Balige untuk uji kelompok besar. Data kualitas dari produk pengembangan dikumpulkan menggunakan angket. Sampel dalam penelitian eksperimen terdiri dari 6 kelas (total sampling method). Instrumen pengumpulan data menggunakan: (1) Angket efikasi diri, kemandirian dan aktivitas belajar dalam bentuk pernyataan tertutup dengan skala Likert 1-4; (2) Tes hasil belajar dan retensi belajar dalam bentuk pilihan ganda berjumlah 30 item.

Hasil penelitian menunjukkan bahwa: (1) Uji ahli materi, modul pembelajaran dan media pembelajaran berada pada kriteria sangat layak (88,30%, 93,98%, 88,25%); (4) Uji kelompok besar untuk modul pembelajaran interaktif, elektronik dan teks berturut-turut yaitu 92,53%, 86,064%, 81,355% berada pada kriteria sangat layak; (5) Uji kelompok sedang yaitu 84,59%, 80,18%, 76,56% berada pada kriteria layak; (6) Uji kelompok kecil yaitu 75,71%, 73,20%, 71,19% berada pada kriteria layak.

Hasil penelitian eksperimen menunjukkan terdapat pengaruh: (1) modul pembela-jaran terhadap hasil belajar (p=0.000), retensi (p=0.000), kemandirian belajar siswa (p=0.000) dan aktivitas belajar (p=0.000); (2) efikasi diri terhadap kemandirian belajar siswa (p=0.02);

(3) program asrama terhadap aktivitas belajar dan kemandirian belajar siswa (p=0.000); (4) interaksi program asrama dan efikasi diri terhadap kemandirian belajar (p=0.000); (5) interaksi modul pembelajaran dan efikasi diri terhadap kemandirian belajar (p=0.002) dan

aktivitas belajar (p=0.004); (6) interaksi modul pembelajaran dan program asrama terhadap retensi dan aktivitas belajar (p=0.000); (7) interaksi modul pembelajaran, efikasi diri dan program asrama terhadap aktivitas belajar (p=0.007). Penelitian eksperimen menunjukkan tidak terdapat pengaruh: (1) efikasi diri terhadap hasil belajar, retensi dan aktivitas belajar (2) program asrama terhadap hasil belajar dan retensi; (3) Meskipun demikian kemampuan interpretasi informasi siswa yang memiliki efikasi diri tinggi lebih tinggi dibandingkan dengan kemampuan siswa yang memiliki efikasi diri rendah.

Kata Kunci: Aktivitas Belajar, Efikasi Diri, Hasil Belajar, Kemandirian Belajar, Modul Pembelajaran, Retensi, Sistem Pencernaan

ABSTRAK

Wenny Pintalitna Tarigan. The Effect of Interactive Digital Module, Self Efficacy and Dormitory Program on Students’ Learning Achievement, Retention, Autonomy and Activity in Grade XI IA at SMAN 2 Balige.


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This research has aims to: (1) Develop the interactive digital, electronic and text learning modules and (2) Investigate the effect of learning modules; self efficacy; dormitory program on students’ learning achievement, autonomy, activities and memory retention. The research method is the development with Dick and Carey model and quasi-experiments with data analysis techniques using Three Ways and One Way Anova, t-test.

Subject of learning module assessment consists of two Biology matter experts, two learning module experts, one electronic media expert, three students for individual trials, ten students and teachers as small group testing, thirty students of SMAN 1 Berastagi for medium group testing and 60 students of SMAN 2 Balige as large group testing. Quality data of product developed were collected using questionnaires. Samples of this experiment were all 6 classes (total sampling method). Instruments for data collection were taken by using: (1) Self-efficacy, learning autonomy and activity questionnaire in closed statements with Likert scale 1-4; (2) Test of learning achievement and retention in 30 multiple choice items.

The results of developmental research showed that: (1) Module assessment by matter, learning modules and media experts were very decent criteria (88.30%, 93.98%, 88.25%); (2) Large group testing of interactive, electronic and text learning modules, respectively were 92.53%, 86.064%, 81.355% belong to very decent criteria; (3) Medium group testing respectively were 84.59%, 80.18%, 76.56% belong to decent criteria; (6) Small group testing respectively were 75.71%, 73.20%, 71.19% belong to decent criteria.

The results of experimental studies indicated there was an effect of : (1) learning modules on learning achievement (p = 0.000), retention (p = 0.000), learning autonomy (p = 0.000) and learning activities (p = 0.000);(2) self efficacy on learning autonomy (p = 0.02) (3) dormitory program on learning activities and autonomy (p = 0.000); (4) interaction of boarding program and self efficacy on learning autonomy (p = 0.000); (5) interaction of

learning modules and self efficacy on learning autonomy (p = 0.002) and activities (p = 0.004); (6) interaction of learning modules and dormitory program on retention and

learning activities (p = 0.000);(7) interaction of learning modules, self-efficacy and dormitory program on learning activities (p = 0.007). There was not effect of: (1) self-efficacy on learning achievement, retention and learning activities; (2) dormitory program on learning achievement and retention. However the ability of information interpretation of students who had high self-efficacy were higher than the ability of the students who had low self-efficacy. Keywords: Digestive System, Learning Achievement, Learning Activity, Learning Autonomy,

Learning Module, Retention

ABSTRACT

Wenny Pintalitna Tarigan. The Effect of Interactive Digital Module, Self Efficacy and Dormitory Program on Students’ Learning Achievement, Retention, Autonomy and Activity in Grade XI IA at SMAN 2 Balige.


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LIST OF TABLES

Page Table 2.1 Combination of self-efficacy with environment 36

as a predictor of behaviour

Table 3.1 Number of student population class XI IA

SMAN 2 Balige at A.Y. 2014/2015 62 Table 3.2 Number of dorm student’s population

class XI IA at A.Y. 2014/2015 63

Table 3.3 Number of non dorm student’s population

class XI IA at A.Y. 2014/2015 63

Table 3.4 The differences of modules 64

Table 3.5 Design of research 65

Table 3.6 Percentage of interactive media implementation 69 Table 3.7 Percentage of student’s skill in using computer 70 Table 3.8 Score of small group validation 74 Table 3.9 Score of medium group validation 74

Table 3.10 Score of large group validation 75

Table 3.11 Research procedures for different modules implementation 78

Table 3.12 Method of data collection 84

Table 3.13 Instrument of cognitive test developed 85

Table 3.14 Test number and sources 86

Table 3.15 Lattice of self efficacy questionnaire 87 Table 3.16 Lattice of learning autonomy questionnaire 88 Table 3.17 Lattice of learning activity questionnaire 89 Table 3.18 Memory retention instrument test used 90 Table 3.19 Lattice of student’s study time questionnaire 91 Table 3.20 Lattice of student’s response questionnaire 92 Table 3.21 Lattice of module validation for content expert 93 Table 3.22 Lattice of module validation for media expert 94 Table 3.23 List of research instrument validators 95

Table 3.24 Interpretation of reliability score 96


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Table 3.26 Criteria of item difficulty for essay question 97 Table 3.27 Criteria of item discriminant for multiple choices question 98 Table 3.28 Criteria of item discriminant for essay question 99 Table 3.29 Percentage ranges and qualitative criteria 105 Table 3.30 Interpretation of student’s response score 106 Table 3.31 Interpretation of memory retention score 107 Table 3.32 Scoring procedures for questionnaires 107 Table 3.33 Interpretation of learning autonomy, activity, time score 108 Table 3.34 Interpretation of self efficacy score 108 Table 4.1 Learning topic and sub topic of digestive system 111 Table 4.2 Module assessment result by ten teachers 117

Table 4.3 Experts’ assessment result 120

Table 4.4 Students’ assessment result 122

Table 4.5 Students’ learning response 123

Table 4.6 Standardization of research instruments 124

Table 4.7 Reliability value 124

Table 4.8 Mean of learning achievement, retention, 125 autonomy and activity

Table 4.9 Normality test of pretest, posttest, retention data 126 in digestive system topic

Table 4.10 Homogeneity test of pretest, posttest, retention data 126 in digestive system topic

Table 4.11 Students’ pretest score 127

Table 4.12 Post Hoc of learning modules, self efficacy and 133 dormitory program

Table 4.13 Post Hoc of learning modules, self efficacy and 135 dormitory program interactions

Table 4.14 Effect of students’ learning achievement, acivity, 136 autonomy and retention interaction


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Page

Appendix 1. Need Analysis

Appendix 1.1 Interview and Observation 165

Appendix 2. Research Instruments

Appendix 2.1 Syllabus 169

Appendix 2.2 Lesson Plan and Worksheets 172

Appendix 2.3 Retention Test Instrument 242

Appendix 2.4 Rubric Score of Memory Retention Test 253

Appendix 2.5 Cognitive Test Instrument 265

Appendix 2.6 Lattice of Cognitive Test 272

Appendix 2.7 Questionnaire of Media Digital Assessment 277

Appendix 2.8 Questionnaire of Module Assessment 279

Appendix 2.9 Questionnaire of Matter Assessment 281

Appendix 2.10 Questionnaire of Student’s Assessment toward 283 Learning by using Interactive Module

Appendix 2.11 Questionnaire of Student’s Assessment toward 284 Interactive Module

Appendix 212 Questionnaire of Teacher’s Assessment toward 285 Interactive Module

Appendix 2.13 Questionnaire of Student’s Needs 286 Appendix 2.14 Questionnaire of Teacher’s Needs 288

Appendix 2.15 Interview Guide Line 290

Appendix 2.16 Questionnaire of Self Efficacy 291

Appendix 2.17 Questionnaire of Learning Autonomy 293 Appendix 2.18 Questionnaire of Student’s Activity 295

Appendix 2.19 Questionnaire of Learning Time 297

Appendix 2.20 Questionnaire of Student’s Response 299 Appendix 3. Data Analysis

Appendix 3.1 Students’ Activities in Dorm Program 303

Appendix 3.2 Result of Validity Test 306

Appendix 3.3 Result of Reliability Test 308


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Appendix 3.4 Result of Item Difficulty 310

Appendix 3.5 Result of Item Discriminant 311

Appendix 3.6 Validity and Reliability of Questionnaires 314 Appendix 3.7 Recapitulation of Students’ Mark 325

Appendix 3.8 Normality and Homogeneity Test 329

Appendix 3.9 Hypotheses Test 330

Appendix 3.10 Recapitulation of Modules Assessment 336

Appendix 4. Research Documentation

Appendix 4.1 Small Field Testing 348

Appendix 4.2 Medium Field Testing 348

Appendix 4.3 Large Field Testing 348

Appendix 4.4 Instruments Testing 349

Appendix 4.5 Teaching in the Classes 350

Appendix 5. Research Letters

Appendix 5.1 Letter of Instruments Validation from Experts 352 Appendix 5.2 Letter of Modules Validation from Experts 357

Appendix 5.3 Letter of Supervisor Decision 362

Appendix 5.4 Letter of Proposal Seminar Invitation 363

Appendix 5.5 Letter of Toefl Test 364

Appendix 5.6 Permission Letter of Modules Validation 365 Appendix 5.7 Letter of Research from Pascasarjana 366 Appendix 5.8 Letter of Research from SMAN 1 Berastagi 368 Appendix 5.9 Letter of Research from Dinas Pend.Kab.Tobasa 369 Appendix 5.10 Letter of Research from SMAN 2 Balige 370 Appendix 5.11 Letter of Thesis Examination Invitation 371

Appendix 5.12 Letter of Alumnus Biodata 372


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Page

Abstract i

Acknowledgement iii

Table of Content v

List of Figures vii

List of Tables viii

List of Appendices x

CHAPTER I INTRODUCTION

1.1. Background of Study 1

1.2. Problems Identification 6

1.3. Scope of Study 6

1.4. Research Questions 8

1.5. Objectives of Study 9

1.6. Significances of Study 10

1.7. Operational Definitions 11

CHAPTER II REVIEW OF THE LITERATURE

2.1. Theoretical Framework 13

2.2. BSE (Buku Standar Elektronik) 24

2.3. Learning Module as Instructional Material 26

2.4. Interactive Digital Module 28

2.5. Model of Learning Module Development 33

2.6. Supporting Software 34

2.7. Concept of Self Efficacy 32

2.8. Concept of Learning Autonomy 38

2.9. Concept of Learning Activity 39

2.10. Concept of Retention 40

2.11. Digestive System Main Content 40

2.12. Previous Research 46

2.13. Framework of Thinking 48

2.14. Hypothesis 59


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CHAPTER III RESEARCH METHOD

3.1. Location and Time 62

3.2. Population and Sample 62

3.3. Research Variable 64

3.4. Research Method and Design 65

3.5. Research Procedure

3.5.1. Digital Learning Module Development 67

3.5.2. Implementation Modules at Classes 76

3.6. Control Variables 80

3.7. Technique of Data Collection 84

3.8. Instruments of Data Collection 84

3.9. Instrument Testing 95

3.10. Data Analysis 99

CHAPTER IV RESULT AND DISCUSSION

4.1. Result of Research

4.1.1. Development of Learning Modules 109

4.1.2. Description of Experimental Research 124 4.2. Discussion

4.2.1. Development of Learning Modules 137

4.2.2. Experimental Research 141

CHAPTER V CONCLUSION

5.1. Conclusion 157

5.2. Implication 160

5.3. Recommendation 160

REFERENCES 161


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THE EFFECT OF INTERACTIVE DIGITAL MODULE, SELF EFFICACY,

AND DORMITORY PROGRAM ON STUDENTS’ LEARNING

ACHIEVEMENT, RETENTION, AUTONOMY AND ACTIVITY IN GRADE XI IA AT SMAN 2 BALIGE

THESIS

Submitted to the Biology Education Study Program in Partial

Fulfillment of the Requirements for the Degree of

Magister Pendidikan Biologi

By

WENNY PINTALITNA

Register Number : 8136174032

BIOLOGY EDUCATION STUDY PROGRAM

POSTGRADUATE PROGRAM

STATE UNIVERSITY OF MEDAN

2015


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1

CHAPTER I INTRODUCTION

1.1Background of Study

Nowadays, information and communication technology is growing along to globalization. The development of computer technology has given valuable contributions to many fields, including education. In education computer technology is used as Computer Assisted Instructional (CAI) to facilitate students in understanding the concepts that are presented.

One of a teacher’s most challenging tasks is to accomodate teaching or instruction to the individual differences of students. Given the diversity of students, Elliot (2000) believed that most of the methods or techniques that teacher use to provide appropriate levels of instruction have serious drawbacks. For instance, ability groups in which students remain in heterogenous classes can work to the disadvantage of the far advanced or below-performing students.

One important issue is matching tasks to students’ abilities or vice versa. Teachers must adapt instruction to the students’ level of knowledge and development, motivate them to learn and manage their behaviour. Consequently, for instruction and learning to become effective , the teacher must be concerned with the quality of instruction which means that instruction must make sense to the students, the appropriate learning media to use, the incentive to students for them to learn and sufficient time for learning to occur.

One instructional strategy which has recently gained is modular instruction. According to Goldschmid (2002), a learning module is a self-contained independent unit of a planned series of learning activities designed to help a student accomplish certain well defined objectives. Generally considered as one very important area of study is the world of Natural Science, one component of which is Biology. Today, many innovations have been made to enhance the teaching of science including Biology. One of its primary concerns is on the research-based direction for instructional refinements in bringing the desired learning outcome.


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Conducting the biology lesson required a special way because the conventional learning process which the teacher explains the subject matter and students listen only, the impact would be less effective for the growing interest in learning. The learning outcomes facilitated by interactive digital textbooks have been the most solid outcomes. Digital textbook provides stimulation from different channels such as words, pictures, sounds, animation, and images, and can frequently help students use learning functions of different sensory organs, and achieve the learning targets of diverse wisdom (Li,2008). Interactive learning media help learners to memorize the lesson in the long time as the effect of memory retention.

Students are not insensitive to the outcomes of their learning but rather assess their academic results and try to understand their causes. They develop epistemological theories about their learning which are some implicit assumptions they hold about the nature of knowledge and learning (Phan, 2008). Self-efficacy was also considered important as internal factors that encourage students to be succeed in learning and able to determine the choices of learning activities. Students with high self-efficacy generally be diligent and do not easily give up when faced with difficulties in learning (Stanrock, 2009).

High sense of self efficacy increases students readiness to invest efforts in their learning, serves them well to persist when facing difficulties and helps them to recover more quickly after a negative attainment. Conversely, a perceived sense of inefficacy diminishes students interest in their learning, lessens from their capacity to resist when facing impediments and undermines their commitment to achieving their goals.

In a related research, Schunk (1995) stated that when students are engaged in activities, they are affected by personal (goal setting, information processing) and situational influences (rewards, feedbacks). These provide students with idea of how well they have learned. Self efficacy was enhanced when students perceived they performed well. Inother words, the higher the sense of efficacy, the greater the effort, persistence and resilience. Efficacy beliefs also trigger emotional reactions.


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Durant (2011) writes that parental involvement in children’s schooling is an important component of their early school success, echoing findings of Lee and Bowen (2006) from a study of the level and impact of five types of parent involvement in elementary school children’s academic achievement by race/ethnicity, poverty, and parent educational attainment.

SMAN 2 Balige makes efforts to create the maximum educational purposes by trying to provide a conducive learning environment in order to produce well quality graduates. Educational programs offered SMAN 2 Balige is dormitory program for students who wants to study in this school.

From the preliminary study, the interview with students and teachers of class XI Science at SMAN 2 Soposurung Balige: (1) SMAN 2 Balige implements mastery learning in class, the development of teaching materials based printed media is not enough. Need to develop interactive digital learning modules to develop students' cognitive abilities to increase the activity and independence of student in learning; (2) Students had difficulty in understanding the abstract materials. One material that was poorly understood by students was human digestive system. Value of term assessment for human digestive system in the academic year 2012/2013, showed that 57% of students have not reached the minimum criteria of completeness; (3) Learning facilities and infrastructure in SMAN 2 Soposurung Balige have been good enough. It was proved by the availability of LCD projectors in every classroom and a computer lab but teachers

don’t use it optimally in the classroom; (4) Students are only able to answer the

questions given by the teachers both in the Bloom’s taxonomy range of C1-C3; (5) students tend to lack confidence in their ability they have and apathy during learning process in the classroom; (6) SMAN 2 Balige provide boarding program for students who lived far from the location of school. Students who live in the dormitory must follow the rules set in the dorm. (7) The use BSE as a media for teaching is considered more convenient and simple than having to make a slide presentation. But the figures are displayed by BSE have not been able to visualize the concepts of the material presented especially for physiological process topic. BSE does not develop the material with video interactive. Utilization of


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computer-based multimedia can enhance students' understanding of the material being studied (Mayer & Moreno, 2000); (8) Students have difficulties in learning because students more tend to memorize the lesson, which have an impact on the lack of learning memory (retention).

Alternatives that can be done to solve the above problems are designing a study with modular instructions for students and find the influences of self-efficacy toward students' learning outcomes and activities. One effort to improve the quality of education is by facilitating of qualified textbooks and implementing programs in boarding schools to improve student learning independence. Boarding school program is intended to create a learning environment that is conducive and enable students to more learn organized, concentrated and independent.

Life in the dormitory requires students to abide and more discipline. The ethical rules are important in supporting the process of independence (Benson and Grove, 2000). Although initially the compliance was controlled by the dormitory supervisor but along of time living in the dormitory as well as the maturity of themselves, the compliance process evolved into decided and controlled by themselves so that students can be more independent in learning at last it give positive impact to learning achievement. Thus, an eventually become a major concern in scientific inquiry, in which focuses on the pedagogical usability criteria for evaluating the learning topic and the preparedness of students to access study aids such as lecture recordings via traditional and digital devices.

A challanging goal was to improve student learning outcomes in basic science especially biology courses through the introduction of innovative teaching strategies. As such the use of computers in combination with effective teaching strategies, has a tremendous potential in the teaching and learning processes. The interactive learning activities allow the learner to self test their knowledge base.

One promising approach that can help students understand and learn biology better by involving the digital textbook as multimedia presentations of explanations in visual and verbal formats such as presenting a computer-generated animation synchronized with narration or on screen text. Digital textbook as a tool


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for effective teaching and learning. It is increasingly providing richer environments for learning in a wide variety of formats that explains how a causal system works and one rationale for this trend is the assumption that multimedia has properties that can aid learning, particularly the learning of abstract subject matter.

Research conducted by Willerman and Harg (2002) which implement learning media on the matter pollution reported that students become active in the learning process. According Priyanto (2012) textbook can support the implementation of student centered learning, where as the learning paradigm in schools more focused on student as the subject of learning and teacher acts only as a facilitator.

Learning biology in secondary school had a lot of difficulties. Michael (2007) found factors cause physiological material is considered difficult and complicated such as the characteristics of biological materials to be studied, how to teach the learning topic. The existence of the electronic textbooks help students to convey the subject matter easily that support the achievement of learning objectives. Beside the implementation of modular instruction, according to Albert Bandura's self-efficacy have influence in improving learning achievement.

Self-efficacy is the conception of nurtures about own personal power to achieve a given level of performance. In fact, it is more than a mere self recognition of being competent in a given domain of functioning. It is rather linked to the persuasion that people hold about their capacity to effectively use cognitive skills in order to attain a specific goal (Pintrich & Schunk, 1996).

To properly address the effectiveness of modular instruction, investigate the extent of self-efficacy and boarding program effect in learning that can be detected from the value of learning achievement, retention and autonomy. Further, researcher chooses grade eleventh of students as the research participants to investigate the learning autonomy of students class XI IPA who live in dormitory and non-boarding program in SMAN 2 Balige and the most effective way of teaching modules as well as computer animation in the presentation of instructional materials on students’ learning achievement, activities and retention.


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1.2 Problems Identification

Based on the background above, problems identified in this proposal are: a) BSE has not been featuring interactive simulations by combining video,

animation, audio, and image.

b) Number of students that did not reach the minimum criteria of completeness for term assessment of human digestive system is about 57%.

c) SMAN 2 Balige implements mastery learning in class, the development of teaching materials based printed media is not enough. Need to develop interactive digital learning modules to develop students' cognitive abilities to increase the activity and independence of student in learning

d) Learning process is limited to the explanation of abstract concepts through lectures (teacher centered approach).

e) Students’ poor self efficacy towards biology, perceived abstract and difficult

nature of biology.

f) Multimedia facilities are available at school, but teachers don’t use it optimally in the classroom.

g) Students are only able to answer the questions given by the teachers both in the

Bloom’s taxonomy range of C1-C3.

h) Students tend to lack confidence in their ability they have and apathy during learning process in the classroom.

i) Students have difficulties in learning because students more tend to memorize the lesson, which have an impact on the lack of learning memory (retention).

1.3 Scope of Study

The scope of this study namely:

a) Developing the interactive digital module, text module and electronic modules for human digestive topic.

b) Learning modules that have developed were validated and assessed by matter, learning module construction and digital media experts.

c) Learning modules that have developed were assessed by teachers and students as small scale validation to determine the feasibility of modules that have been developed.


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d) Learning modules that have developed were assessed by students in SMAN 1 Berastagi as large scale validation.

e) Final product of learning modules was tested in dorm and non dorm students at SMAN 2 Soposurung Balige.

f) Learning topic is Human Digestive system in Grade Eleventh Natural Science SMAN 2 Soposurung Balige Semester II at A.Y. 2014/2015.

g) Students’ learning achievement is limited to cognitive domain of Bloom's

taxonomy.

h) Retention of students is long-term memory retention and measured at the third week (21 days) after learning completed.

i) Self efficacy of students measured by using questionnaire consists of four aspects namely choice of activities, elevel effort, persistence and emotional reaction. j) Learning autonomy of students measured by using questionnaire adapted from

Steinberg theory that consists of three domains/indicators of student’s learning autonomy they are (1) ability to make decisions that are characterized by some aspects namely choosing alternative solutions based on the consideration itself and able to manage time efficiently, find the learning sources individually (2) self relliance which is characterized by some aspects namely able to finishing the daily homeworks at home, able to fulfill responsibilities at home and school, (3) dare to express the ideas that are characterized by some aspects namely choose alternative solutions by access the learning resources, not easily affected in a situation when doing homework.

k) Learning activity of students measured by using questionnaire adapted from John Dewey principles that stated learning activity is one of principle of learning by doing. Student learning activities can be classified into indicators namely (a) visual activities consist of some aspects namely reading, looking at the pictures and video, observe, watching video or other people work, (b) listening activities consist of some aspects namely listen to teacher’s explanation at class, (c) writing activities consist of answer the questions, take tests, and fill out a questionnaire, (d) mental activity consist of reflect,


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remember, solve problems, makes decision, (e) emotional activity consist of interest, brave, calm.

l) Different biology learning modules (interactive digital, electronic and text learning modules) implementation in the classes.

1.4 Research Questions

The research questions of this study are formulated as follows :

a) What is the percentage of learning module feasibility that analyzed by matter experts for human digestive system topic grade XI IA at even semester?

b) What is the percentage of learning module feasibility that analyzed by digital media expert for human digestive system topic grade XI IA at even semester? c) What is the percentage of learning module feasibility that analyzed by

construction module experts for human digestive system topic grade XI IA at even semester?

d) What is the percentage of learning module feasibility that analyzed by biology teachers for human digestive system topic grade XI IA at even semester? e) What is the percentage of learning module feasibility that analyzed by

students for human digestive system topic grade XI IA at even semester? f) How is the response of students toward the interactive learning module that has

developed for human digestive system topic grade XI IA at even semester in order to support teaching and learning activities?

g) Are there any effects of interactive learning module toward student’s learning achievement?

h) Are there any effects of interactive learning module toward student’s memory retention?

i) Are there any effects of interactive learning module toward student’s learning

autonomy?

j) Are there any effects of interactive learning module toward student’s learning

actitivity?

k) Are there any effects of self efficacy toward student’s learning achievement?


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m)Are there any effects of self efficacy toward student’s learning autonomy?

n) Are there any effects of self efficacy toward student’s learning activity?

o) Are there any effects of dormitory program toward student’s learning achievement?

p) Are there any effects of dormitory program toward student’s memory

retention?

q) Are there any effects of dormitory program toward student’s learning

autonomy?

r) Are there any effects of dormitory program toward student’s learning activity? s) Are there any effects of learning modules, self efficacy and dormitory program

interactions toward student’s learning achievement?

t) Are there any effects of interactive learning module, self efficacy and dormitory program interactions toward student’s memory retention?

u) Are there any effects of interactive learning module, self efficacy and dormitory program interactions toward student’s learning autonomy?

v) Are there any effects of interactive learning modules, self efficacy and dormitory program interactions toward student’s learning activity?

1.5 Objectives of Study

The purposes of this research to investigate :

a) The percentage of learning module feasibility that analyzed by matter experts for human digestive system topic grade XI IA at even semester.

b) The percentage of learning module feasibility that analyzed by digital media expert for human digestive system topic grade XI IA at even semester.

c) The percentage of learning module feasibility that analyzed by construction module experts for human digestive system topic grade XI IA at even semester.

d) The percentage of learning module feasibility that analyzed by biology teachers for human digestive system topic grade XI IA at even semester. e) The percentage of learning module feasibility that analyzed by students for


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f) The response of students toward the interactive learning module that has developed for human digestive system topic grade XI IA at even semester in order to support teaching and learning activities.

g) The effects of interactive learning module toward student’s learning achievement.

h) The effects of interactive learning module toward student’s memory retention.

i) The effects of interactive learning module toward student’s learning autonomy.

j) The effects of interactive learning module toward student’s learning actitivity.

k) The effects of self efficacy toward student’s learning achievement.

l) The effects of self efficacy toward student’s memory retention.

m)The effects of self efficacy toward student’s learning autonomy.

n) The effects of self efficacy toward student’s learning activity.

o) The effects of dormitory program toward student’s learning achievement.

p) The effects of dormitory program toward student’s memory retention.

q) The effects of dormitory program toward student’s learning autonomy.

r) The effects of dormitory program toward student’s learning activity.

s) The effects of interactive learning module, self efficacy and dormitory program interactions toward student’s learning achievement.

t) The effects of interactive learning module, self efficacy and dormitory program interactions toward student’s memory retention.

u) The effects of interactive learning module, self efficacy and dormitory program interactions toward student’s learning autonomy.

v) The effects of interactive learning module, self efficacy and dormitory program interactions toward student’s learning activity.

1.6 Significances of Study

The results of this study are expected to have theoretical and practical benefits.

1) Theoretically, the result of this study gives the contribution in the biology learning, especially in the using of interactive digital module to improve students' learning achievement.


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2) Practically:

2.1.For school, optimizing facilities and infrastructure in schools that can support the learning process.

2.2. For students, interactive digital learning module able to overcome

student’s difficulties problem in under-standing biology concept which is

facilitated by computer. Foster the ability of students to learn independently.

2.3. For educators, as an interactive teaching materials at class.

2.4. For officials in the Ministry of National Education, the results of this study are used as input for on consideration in their policy.

1.7 Operational Definitions

a. Interactive digital module using Adobe Creative Suite applications. Interactive digital module is a media that is used as a tool by teachers to convey the learning message that is packaged in a digital module look like BSE and developed by video, and self assessment.

b. The appearance of BSE is a blend of text and images only but the display of digital module combines text, animation, video, images, and audio. The interactivity element of digital module designed through evaluation questions for each sub material which can directly respond to the students' answers to show their scores obtained.

c. Learning Achievement is the result of study referred to the result of learning in the cognitive domain (C1-C5) as a result of learning with media. The objective tests in the form of multiple choice questions consists of 30 questions with 5 answer options as well as pretest and after learning posttest.

d. Learning retention is the ability of students to remember the material that has been studied in the certain time. In this study, the period will be used about 3 weeks after learning. One of the factors that disrupt memory in students is the inclusion of new information. Thus, it can be seen how much the students’ retention capability after receiving additional information as interference in their memory. Instruments used in the retention test are same in cognitive level


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and learning indicators which used during the first posttest, but with bit different of questions.

e. Self efficacy of students measured by using questionnaire consists of four aspects namely choice of activities, elevel effort, persistence and emotional reaction.

f. Learning utonomy of students measured by using questionnaire adapted from Steinberg theory that consists of three domains/indicators of student’s learning autonomy they are (1) ability to make decisions that are characterized by some aspects namely choosing alternative solutions based on the consideration itself and able to manage time efficiently, find the learning sources individually (2) self relliance which is characterized by some aspects namely able to finishing the daily homeworks at home, able to fulfill responsibilities at home and school, (3) dare to express the ideas that are characterized by some aspects namely choose alternative solutions by access the learning resources, not easily affected in a situation when doing homework.

g. Learning activity of students measured by using questionnaire adapted from John Dewey principles that stated learning activity is one of principle of learning by doing. Student learning activities can be classified into indicators namely (a) visual activities consist of some aspects namely reading, looking at the pictures and video, observe, watching video or other people work, (b) listening activities consist of some aspects namely listen to teacher’s explanation at class, (c) writing activities consist of answer the questions, take tests, and fill out a questionnaire, (d) mental activity consist of reflect, remember, solve problems, makes decision, (e) emotional activity consist of interest, brave, calm.


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Page Figure 2.1 Cognitive theory scheme of learning multimedia 15

Figure 2.2 Dale cone of experience 16

Figure 2.3 Scientific approach in learning 24

Figure 2.4 Design cover of BSE SMA 25

Figure 2.5 Display of OPF FlipBook 26

Figure 2.6 Display of electronic learning modules 29

Figure 2.7 Example of college flip book 34

Figure 2.8 Concept map of digestive system 40

Figure 2.9 Structure of mouth cavity 42

Figure 2.10 Three saliva glands in mouth 42

Figure 2.11 Structure of oesophagus 43

Figure 2.12 Part of stomach 43

Figure 2.13 Structure of small intestine 44

Figure 2.14 Structure of large intestine 44

Figure 2.15 Structure of pancreas 45

Figure 2.16 Structure of liver 45

Figure 3.1 Stages of interactive digital module development 71

Figure 3.2 Procedure of modules development 82

Figure 3.3 Experimental research procedure 83

Figure 4.1 Mean (±SE) score of field testing assessment 121

Figure 4.2 Electronic learning module 123

Figure 4.3 Interactive learning module 123

Figure 4.4 The effect of learning modules 129

Figure 4.5 The effect of students’ self efficacy 131

Figure 4.6 The effect of dormitory program 134

Figure 4.7 Feedback of student’s work 139

Figure 4.8 Text learning module class 142

Figure 4.9 Video in interactive learning module 142

Figure 4.10 Interactive learning module class 143


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5.1. Conclusion

Based on the objectives, results and discussion of learning modules development and experimental reseach on digestive system topic in grade XI IA then the conclusions obtained are:

a. Overally, the assessment of biology learning modules by students are "Worthy" category as a learning module in the class, it is supported by validation result of instructional learning media experts, material experts and electronic media expert. b. The response of students in individual test, small group trial, medium group trial

and field trial toward biology learning media on the digestive system materials developed show that all aspects of learning modules assessment are included in the category of "Very Good", it can be seen from student learning outcomes using interactive digital learning modules have an average value that is higher than

students’ learning achievement who using electronic modules and text learning modules.

c. Learning modules give significant effect toward students learning achievement, retention, activity and autonomy. The interactive learning module is the superior module than the other modules used.

d. There is no influence of self-efficacy on students’ learning achievement at class XI IA SMAN 2 Balige with p = 0.355 Nevertheless, the percentage of students’ learning achievement who have high ability of self-efficacy is higher about 1.41% than students who have low self-efficacy.

e. There is no influence of self-efficacy on students’ learning retention at class XI IA SMAN 2 Balige with p = 0.121. Nevertheless, the percentage of students’ learning retention who have high ability of self-efficacy is lower about 3.33% than students who have low self-efficacy.

f. There is no influence of self-efficacy on students’ learning activities at class XI IA SMAN 2 Balige with p = 0.341. Nevertheless, the percentage of students’ learning activities who have high ability of self-efficacy is lower about 1.75% than students who have low self-efficacy.

g. There is significant effect of self-efficacy on students’ learning autonomy at class XI IA SMAN 2 Balige with p = 0.02. Nevertheless, the percentage of students’

CHAPTER V


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158

learning autonomy who have high ability of self-efficacy is higher about 3.17 % than students who have low self-efficacy.

h. There is no effect on students’ learning achievement who live in boarding program

and don’t live in dorm at SMAN 2 Balige with p = 0.40. Nevertheless, the

percentage of students’ learning achievement who don’t live in dorm program is

lower about 1.22% than students who live in dorm program.

i. There is no effect on students’ learning retention who live in boarding program

and don’t live in dorm at SMAN 2 Balige with p = 0.818. Nevertheless, the

percentage of students’ learning retention who don’t live in dorm program is

higher about 0.626% than students who live in dorm program.

j. There is significant effect on students’ learning activities who live in boarding

program and don’t live in dorm at SMAN 2 Balige with p = 0.000. Nevertheless,

the percentage of students’ learning activities who live in dorm program is lower about 8.23% than students who don’t live in dorm program.

k. There is significant effect on students’ learning autonomy who live in boarding

program and don’t live in dorm at SMAN 2 Balige with p = 0.000. Nevertheless,

the percentage of students’ learning autonomy who live in dorm program is higher about 8.56% than students who don’t live in dorm program.

l. There is significant effect on the interaction of boarding programs and learning modules that are used on the retention of students of class XI IA SMAN 2 Balige with F=13.551, p = 0.000, where a group of students who learned with interactive digital learning modules and live in dorm program significantly is higher about 1.939 % when compared with a group of students who learned with interactive digital learning modules and live in non dorm class.

m.There is significant effect on the interaction of boarding programs and student’s self efficacy toward learning autonomy of students at class XI IA SMAN 2 Balige with F = 19.642, p = 0.000, where a group of students who

have high level self efficacy and live in dorm program significantly higher about 12.25% when compared with a group of students who have high level self efficacy

and don’t live in dorm program.

n. There is significant effect on the interaction of learning modules and student’s self efficacy toward learning autonomy of students at class XI IA SMAN 2 Balige


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with F = 6.517, p = 0.002, where a group of students who have high level self efficacy and learned with interactive digital learning modules significantly higher about 5.7 % when compared with a group of students who have low level self efficacy and learned with interactive digital learning modules.

o. There is significant effect on the interaction of learning modules and student’s self efficacy toward learning activities of students at class XI IA SMAN 2 Balige with F = 5.618, p = 0.004, where a group of students who have high level self efficacy and learned with interactive digital learning modules significantly higher about 2.62 % when compared with a group of students who have low level self efficacy and learned with interactive digital learning modules.

p. There is significant effect on the interaction of learning modules, dormitory program and student’s self efficacy toward learning activities of students at class XI IA SMAN 2 Balige with F = 5.142, p = 0.007, where a group of students who have low level self efficacy, learned with interactive digital learning modules and

don’t live in dorm program significantly higher about 22% when compared with a group of students who have low level self efficacy, learned with interactive digital learning modules and live in non dorm program.

q. The results of students’ learning achievement using text learning module is superior when used by sample from boarding program where as the interactive learning module learning outcomes are superior if used by sample derived from non-boarding program. The self-efficacy of students from boarding program is higher than the non-boarding students.

r. The twelve treatments in this research showed the different learning activity significantly.

s. Students who use interactive learning modules that live in dormitories and have high efficacy show the higher learning independence when compared with students using text learning modules that do not live in a dorm and have high efficacy.

t. Retention of students who using interactive learning modules from different efficacy and programs is higher when compared with the use of text learning modules.


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5.2. Implication

Based on the result and conclusion above, the implication obtained namely:

Instructional media will give a practical contribution especially in the implementation of the learning process where the teacher's instructional media provides convenience in organizing learning.

Contribute ideas and reference materials for teachers, managers, developers, educational institutions and further researchers who want to study and develop a deeper understanding of the biological interactive digital learning modules. The use of interactive digital learning module in class will give higher learning performance that learned by using text learning module.

Learning activities of students that learned to use interactive digital learning modules, high self-efficacy and do not stay in the dorms are higher than the activity of studying biology students that learned to use e-learning modules, high self-efficacy and do not live in the dorms, and higher than the students' learning activities learned by using text learning modules, high self-efficacy and do not live in a dorm.

5.3. Recommendation

Based on the result and conclusion above, the recomendation obtained namely:

1. Lecturer / Researcher

a) Considering that the learning process is still using less effective instructional media, it is recommended that teachers use instructional media that have been developed especially in the digestive system of material that can attract and help students better understand the subject matter.

b) Evaluation tool that is used needs to be designed with materials that raises students' thinking power.

c) The results of this study can be used as a reference for similar studies with the material / concepts such as the respiratory system, circulatory system.

2. Student


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and learning indicators which used during the first posttest, but with bit

different of questions.

e.

Self efficacy of students measured by using questionnaire consists of four

aspects namely choice of activities, elevel effort, persistence and emotional

reaction.

f.

Learning utonomy of students measured by using questionnaire adapted from

Steinberg theory that consists of

three domains/indicators of student’s

learning

autonomy they are (1) ability to make decisions that are characterized by some

aspects namely choosing alternative solutions based on the consideration itself

and able to manage time efficiently, find the learning sources individually (2)

self relliance which is characterized by some aspects namely able to finishing

the daily homeworks at home, able to fulfill responsibilities at home and

school, (3) dare to express the ideas that are characterized by some aspects

namely choose alternative solutions by access the learning resources, not

easily affected in a situation when doing homework.

g.

Learning activity of students measured by using questionnaire adapted from

John Dewey principles that stated learning activity is one of principle of

learning by doing. Student learning activities can be classified into indicators

namely (a) visual activities consist of some aspects namely reading, looking at

the pictures and video, observe, watching video or other people work, (b)

listening activities consist of some aspects namely listen to teacher’s

explanation at class, (c) writing activities consist of answer the questions, take

tests, and fill out a questionnaire, (d) mental activity consist of reflect,

remember, solve problems, makes decision, (e) emotional activity consist of

interest, brave, calm.


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i

Page

Figure 2.1 Cognitive theory scheme of learning multimedia

15

Figure 2.2 Dale cone of experience

16

Figure 2.3 Scientific approach in learning

24

Figure 2.4 Design cover of BSE SMA

25

Figure 2.5 Display of OPF FlipBook

26

Figure 2.6 Display of electronic learning modules

29

Figure 2.7 Example of college flip book

34

Figure 2.8 Concept map of digestive system

40

Figure 2.9 Structure of mouth cavity

42

Figure 2.10 Three saliva glands in mouth

42

Figure 2.11 Structure of oesophagus

43

Figure 2.12 Part of stomach

43

Figure 2.13 Structure of small intestine

44

Figure 2.14 Structure of large intestine

44

Figure 2.15 Structure of pancreas

45

Figure 2.16 Structure of liver

45

Figure 3.1 Stages of interactive digital module development

71

Figure 3.2 Procedure of modules development

82

Figure 3.3 Experimental research procedure

83

Figure 4.1 Mean (±SE) score of field testing assessment

121

Figure 4.2 Electronic learning module

123

Figure 4.3 Interactive learning module

123

Figure 4.4 The effect of learning modules

129

Figure 4.5 The

effect of students’ self efficacy

131

Figure 4.6 The effect of dormitory program

134

Figure 4.7 Feedback of

student’s work

139

Figure 4.8 Text learning module class

142

Figure 4.9 Video in interactive learning module

142

Figure 4.10 Interactive learning module class

143


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5.1. Conclusion

Based on the objectives, results and discussion of learning modules

development and experimental reseach on digestive system topic in grade XI IA then

the conclusions obtained are:

a.

Overally, the assessment of biology learning modules by students are "Worthy"

category as a learning module in the class, it is supported by validation result of

instructional learning media experts, material experts and electronic media expert.

b.

The response of students in individual test, small group trial, medium group trial

and field trial toward biology learning media on the digestive system materials

developed show that all aspects of learning modules assessment are included in the

category of "Very Good", it can be seen from student learning outcomes using

interactive digital learning modules have an average value that is higher than

students’

learning achievement who using electronic modules and text learning

modules.

c.

Learning modules give significant effect toward students learning achievement,

retention, activity and autonomy. The interactive learning module is the superior

module than the other modules used.

d.

There is no influence of self-efficacy on

students’

learning achievement at class

XI IA SMAN 2 Balige with p = 0.355 Nevertheless, the percentage of students

learning achievement who have high ability of self-efficacy is higher about 1.41%

than students who have low self-efficacy.

e.

There is no influence of self-

efficacy on students’ learning retention at class XI

IA SMAN 2 Balige with p = 0.121. Nevertheless, the

percentage of students’

learning retention who have high ability of self-efficacy is lower about 3.33% than

students who have low self-efficacy.

f.

There is no influence of self-

efficacy on students’ learning activities at class XI

IA SMAN 2 Balige with p = 0.341

. Nevertheless, the percentage of students’

learning activities who have high ability of self-efficacy is lower about 1.75% than

students who have low self-efficacy.

g.

There is significant effect of self-

efficacy on students’ learning autonomy at class

XI IA SMAN 2 Balige with p = 0.02

. Nevertheless, the percentage of students’

CHAPTER V


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learning autonomy who have high ability of self-efficacy is higher about 3.17 %

than students who have low self-efficacy.

h.

There is no effect on

students’

learning achievement who live in boarding program

and don’t live in dorm at

SMAN 2 Balige with p = 0.40. Nevertheless, the

percentage of students’ learning achievement who don’t live in dorm program is

lower about 1.22% than students who live in dorm program.

i.

There is no effect o

n students’ learning retention who live in boarding program

and don’t live in dorm at SMAN 2 Balige with

p = 0.818. Nevertheless, the

percentage of students’ learning retention who don’t live in dorm program is

higher about 0.626% than students who live in dorm program.

j.

There is significant

effect on students’ learning activities who live in boarding

program and don’t live in dorm at SMAN 2 Balige with p =

0.000. Nevertheless,

the percentage of students’ learning

activities who live in dorm program is lower

about 8.23% than students who

don’t

live in dorm program.

k.

There is significant

effect on students’ learning

autonomy who live in boarding

program and don’t live in dorm at SMAN 2 Balige with p =

0.000. Nevertheless,

the percentage of students’ learning

autonomy who live in dorm program is higher

about 8.56% than students who

don’t

live in dorm program.

l.

There is significant effect on the interaction of boarding programs and learning

modules that are used on the retention of students of class XI IA SMAN 2 Balige

with F=13.551, p = 0.000, where a group of students who learned with interactive

digital learning modules and live in dorm program significantly is higher about

1.939 % when compared with a group of students who learned with interactive

digital learning modules and live in non dorm class.

m.

There is significant effect on the interaction of boarding programs and student’s

self efficacy toward learning autonomy of students at class XI IA SMAN 2

Balige with F = 19.642, p = 0.000, where a group of students who

have high level self efficacy and live in dorm program significantly higher about

12.25% when compared with a group of students who have high level self efficacy

and don’t live in dorm program

.

n.

There is significant effect on the interaction of learning modules

and student’s

self efficacy toward learning autonomy of students at class XI IA SMAN 2 Balige


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159

with F = 6.517, p = 0.002, where a group of students who have high level self

efficacy and learned with interactive digital learning modules significantly higher

about 5.7 % when compared with a group of students who have low level self

efficacy and learned with interactive digital learning modules.

o.

There is significant effect on the interacti

on of learning modules and student’s

self efficacy toward learning activities of students at class XI IA SMAN 2 Balige

with F = 5.618, p = 0.004, where a group of students who have high level self

efficacy and learned with interactive digital learning modules significantly higher

about 2.62 % when compared with a group of students who have low level self

efficacy and learned with interactive digital learning modules.

p.

There is significant effect on the interaction of learning modules, dormitory

program

and student’s self efficacy toward learning activities of students at class

XI IA SMAN 2 Balige with F = 5.142, p = 0.007, where a group of students who

have low level self efficacy, learned with interactive digital learning modules and

don’t

live in dorm program significantly higher about 22% when compared with

a group of students who have low level self efficacy, learned with interactive

digital learning modules and live in non dorm program.

q.

T

he results of students’ learning achievement using

text learning module is

superior when used by sample from boarding program where as the interactive

learning module learning outcomes are superior if used by sample derived from

non-boarding program. The self-efficacy of students from boarding program is

higher than the non-boarding students.

r.

The twelve treatments in this research showed the different learning activity

significantly.

s.

Students who use interactive learning modules that live in dormitories and have

high efficacy show the higher learning independence when compared with

students using text learning modules that do not live in a dorm and have high

efficacy.

t.

Retention of students who using interactive learning modules from different

efficacy and programs is higher when compared with the use of text learning

modules.


(6)

5.2. Implication

Based on the result and conclusion above, the implication obtained

namely:

Instructional media will give a practical contribution especially in the

implementation of the learning process where the teacher's instructional media

provides convenience in organizing learning.

Contribute ideas and reference materials for teachers, managers, developers,

educational institutions and further researchers who want to study and develop a

deeper understanding of the biological interactive digital learning modules. The use

of interactive digital learning module in class will give higher learning performance

that learned by using text learning module.

Learning activities of students that learned to use interactive digital learning

modules, high self-efficacy and do not stay in the dorms are higher than the activity

of studying biology students that learned to use e-learning modules, high self-efficacy

and do not live in the dorms, and higher than the students' learning activities learned

by using text learning modules, high self-efficacy and do not live in a dorm.

5.3. Recommendation

Based on the result and conclusion above, the recomendation obtained

namely:

1. Lecturer / Researcher

a)

Considering that the learning process is still using less effective instructional

media, it is recommended that teachers use instructional media that have been

developed especially in the digestive system of material that can attract and help

students better understand the subject matter.

b)

Evaluation tool that is used needs to be designed with materials that raises

students' thinking power.

c)

The results of this study can be used as a reference for similar studies with the

material / concepts such as the respiratory system, circulatory system.

2. Student