Electronic Module Based Multiple On Buffer Solution
Keywords:
Buffer Solution, Cognitive Learning Outcomes, E-module, Multiple Resresentations, Self-regulated LearningAbstract
Abstract The purpose of this study is to compare the self-regulated learning (SRL) and cognitive learning outcomes (CLO) of students who use multiple representation-based e-modules to students who use other teaching materials that are not based on multiple representations on buffer solution materials, as well as to determine the percentage of effective contribution. The subjects of this study were students in class XI MIPA at one of Bandung's high schools. Cluster random sampling was used using a quasi-experiment approach and a posttest-only control group design. Questionnaires on self-regulated learning and cognitive learning outcomes were employed as tools. The data analysis approach employed in the field test findings was Hotelling's Trace test, and effective contribution was calculated using the Partial Eta Squared value. The results revealed a significance value of 0.000 0.05, implying that there are differences in SRL and CLO of students who use multiple representation-based e-modules and students who use other teaching materials without multiple representations based on buffer solution materials. The effective contribution of e-module use to SRL is 16.5%, CLO is 11.8%, and SRL and CLO is 20.3%.
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