Conference PaperPDF Available

The Effectiveness of E-Learning Implementation using Social Learning Network Schoology on Motivation & Learning Achievement in STMIK Primakara Bali

Authors:

Abstract

The advancement of technology and the openness of the internet access in many places in Indonesia, making the shift in styles of learning and acquiring knowledge. Significant growth on such access also has changed the way everyone connected, communicate with each other and develop a social community. Unlike previous generations, college students in today's era found many learning resources, both from his tutor at the College as well as from fellow students, also from other learning sources outside his College. The fact of this openness requires a new approach for a lecturer in the College to adopt a way of delivering his teaching, so the learning objectives can be achieved. One such implementation is implementing e-learning using the Social Learning Network. The purpose of this study is to see to what extent the effectiveness of the e-learning implementation on motivation and learning achievements of students. The research results showed that the learning opportunities has the greatest role in the motivation of learning, followed by collaborative learning. A high learning motivation using Social Learning Network, Schoology became a highly influential variable on learning achievements of Students in STMIK Primakara Bali
ISSN 2087-2658
Prosiding Seminar Nasional Pendidikan Teknik Informatika
(SENAPATI 201
5)
Singaraja Bali, 12
September 2015
Penyelenggara : Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan,
Universitas Pendidikan Ganesha,
Jl. Udayana Kampus Tengah, Singaraja Bali,
Telp. (0362) 27213, http://pti.undiksha.ac.id/senapati
96
The Effectiveness of E-Learning Implementation
using Social Learning Network Schoology on
Motivation & Learning Achievement in STMIK
Primakara Bali
JW. Nugroho Joshua 1), I Putu Agus Swastika 2), Ni Made Estiyanti 3)
STMIK Primakara
Bali, Indonesia
joshua@primakara.ac.id1), masagusswastika@gmail.com 2), nimade.estiyanti@yahoo.com3
Abstract The advancement of technology and the
openness of the internet access in many places in Indonesia,
making the shift in styles of learning and acquiring knowledge.
Significant growth on such access also has changed the way
everyone connected, communicate with each other and develop
a social community. Unlike previous generations, college
students in today’s era found many learning resources, both
from his tutor at the College as well as from fellow students,
also from other learning sources outside his College. The fact
of this openness requires a new approach for a lecturer in the
College to adopt a way of delivering his teaching, so the
learning objectives can be achieved. One such implementation
is implementing e-learning using the Social Learning Network.
The purpose of this study is to see to what extent the
effectiveness of the e-learning implementation on motivation
and learning achievements of students. The research results
showed that the learning opportunities has the greatest role in
the motivation of learning, followed by collaborative learning.
A high learning motivation using Social Learning Network,
Schoology became a highly influential variable on learning
achievements of Students in STMIK Primakara Bali
Keywordse-learning; effectiveness; e-learning
implementation; Social Learning Network; Schoology
I. INTRODUCTION
The implementation of education system based on the
needs of the learners as Gibbs in Sparrow [1] being demands
on curriculum implementation in the college. To produce a
profile of graduates as expected, a College must have set out
a system of the best- curriculum and teaching that can be
provided by the College. Various activities are organized and
policies implemented in the academic field to answer the
needs necessary to equip learners with the knowledge, skills
and attitudes, until one day ready to become graduates who
are ready to work in the community.
Certainly, the practice of education and teaching at the
School of Informatics Management and computer
engineering has been designed with structured that
individually adapted to the challenges of the times.
Nowadays, the study field of information systems and
Informatics Engineering is amazingly fast and massive when
compared to the fields outside of this study.
When tracedfarther, the traditional class (room) and
conventional teaching methods became limited. Rapid
development -technology, material and psychological
immediacy of learners-create a lecturer need to keep
renewing the Adaptive capability with the development of
studies in accordance with the movement of the industry. To
adjust to the speed, that is then needed in ways that are more
adaptive, so a lecturer can convey the main analytical study
materials to the learners effectively, and learners can absorb
much of their learning materials with a guide of his tutor.
Learning by utilizing the online classroom (online class)
is an effort to encourage learning can be conducted anytime
and anywhere. Learning in an online classroom is not
replacing face-to-face learning undertaken together with your
lecturer in the classroom, but by utilizing the online
classroom, students will get extra or enrichment ('s) material
that would complement the conventional learning. Through
Learning with a model like this, learners will be encouraged
to be more active and creative. Active and creative in the
sense, that in the online class, learners are expected to want
to search for, read, and understand the materials from a
variety of digital learning resources. In addition, learners can
be deduced, creating, and sharing knowledge as well as
works that have been made to the other participants. Via
online classes, learners are expected to be able to discuss and
collaborate in virtual groups [2].
SEAMOLEC in the Guide wrote, on the dimensions of
learning, technology can be used to expand the range of
learning, increase the speed of learning, and improve the
efficiency of learning. Presence technology provides the
impact on individual ease in learning, with the presence of:
connectivity, collaboration, interaction, Flexibility,
opportunity, Motivation [2]. Presence technology has
supported the process of teaching and learning become more
rich and meaningful, when used in the right way.
ISSN 2087-2658
Prosidi
ng Seminar Nasional Pendidikan Teknik Informatika
(SENAPATI 201
5)
Singaraja Bali, 12
September 2015
Penyelenggara : Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan,
Universitas Pendidikan Ganesha,
Jl. Udayana Kampus Tengah, Singaraja Bali,
Telp. (0362) 27213, http://pti.undiksha.ac.id/senapati
97
II. LITERATURE REVIEW
A. E-Learning
Hartley wrote that E-Learning is a type of teaching and
learning that delivering of learning materials to allow
students to use the internet, intranet, or other computer media
networks [1].
E-learning is often referring to the use of information and
communication network in the process of teaching and
learning or the delivery of learning programs, training, or
education with the use of electronic means [2]. A number of
other terms are also used to describe the model of teaching
and learning, including online learning, virtual learning,
distributed learning, networking and web-based learning.
Basically, all referring to the educational process utilizing e-
learning information and communication to mediate as well
as asynchronous synchronous learning and teaching
activities [3].
E-learning is also defined as the use of ICT networks
deliberately in the process of teaching and learning. Other
terms used to define models of teaching and learning, online
learning, virtual learning, as well as network or web-based
learning [4].
In its application, E-learning can serve as extra / learning
enrichment: (supplement), substitute a portion of learning
(complement), or substitute a whole learning (replacement).
Then there are two different types of implementation of e-
learning, e-Learning means Synchronous interaction of
trainers and trainees at the same time over the internet.
Synchronous technologies also allow people to interact
Conference with peers and experts. Synchronous E-learning
is like a virtual classroom that duplicates the capabilities
found in a real classroom and the second is that the
Asynchronous e-Learning allows the student to complete the
Web-based training on his own time and schedule, without
live interaction with the trainer. People learn anywhere at
anytime There is complete flexibility with asynchronous
training, which comes in two forms, Discussion Groups and
self paced. [5].
In order to differentiate it from the conventional class, a
class in the ICT-based learning environment also known by
the term online classes (online class). In the online
classroom, e-learning is utilized as an attempt to supplement
learning in order to enrich the material taught in
conventional class [2].
The learning model which combines the process of
teaching and learning in the conventional classroom with
online classes, called blended learning. Blended learning is a
combination of various ' medium ' learning (technology or
activity) to create an optimal learning for students. The term '
blended ' stated that the conventional learning implemented
by teachers in the classroom, enriched with a variety of
digital sources [6].
In order to support the virtual class using a variety of
software/applications/systems those are generally web-based.
Generally known two types of applications i.e. applications
Learning Management System (LMS) and Learning Content
Management System (LCMS). However, in the subsequent
developments, as the widespread utilization of Social
Network (SN) in particular Facebook, comes the application
of Social Learning Network (SLN) as an alternative form of
the virtual class [2].
B. The purpose of E-learning
Technology is one of the supporting media as a means to
deliver and develop a science that aims to facilitate students
in learning and improve the quality of learning activities.
Bates in Hartoyo[3] suggests that the goal of implementing
e-learning approaches as follows: a. Increase access to
learning opportunities (increase access to learning
opportunity) and flexibility of students in learning. In this
case, e-learning and learning opportunities can increase the
flexibility of students in learning through a variety of means
and methods of learning to use; b. Improving the quality of
learning (enhance the general quality); c. Developing skills
and competencies (develop skills and competencies) required
of students as well as provide the necessary digital skills in
the fields of science, profession, or their careers; d.
Accommodate various styles or how to learn (to meet the
learning needs/styles) students; e. Increase the effectiveness
of the funds (cost effectiveness), especially at the level of
secondary education.
C. Social Learning Network
Previously, the LCMS and LMS software are widely
used in the implementation of e-learning. But along with the
conditioner of networking people through social media, then
changes also occur in learning activities. LMS and LCMS
are considered less able to adapt, inflexible and does not
provide a feature of social relations. The need was answered
in further technological developments, the concept of social
relations and social care began to be applied and provide a
meaningful influence towards collaboration and learning.
Through the application of this concept in technology,
students are now able to collaborate, improve cognitive
ability, and his social skills. Starting from thatconcept,then
come up the new paradigm in the study, as Halimi has
written,called CSSL (Social Computer Supported Learning).
In it, there is a concept of Social Learning Network that aims
to encourage its users to have a new experience in learning to
use social networking (Social Network), which has been
equipped with the concept of corporate social responsibility
[2] [8]
Social networking or social network (SN) is a ' network'
which contains the social interactions and interpersonal
relationships. The more detail, the SN is an application or a
page allows users to communicate with one another by
means of exchange of information, comments, messages,
images, or audio-video. In Social Network Sites (SNS) such
ISSN 2087-2658
Prosiding Seminar Nasional Pendidikan Teknik Informatika
(SENAPATI 201
5)
Singaraja Bali, 12
September 2015
Penyelenggara : Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan,
Universitas Pendidikan Ganesha,
Jl. Udayana Kampus Tengah, Singaraja Bali,
Telp. (0362) 27213, http://pti.undiksha.ac.id/senapati
98
as Facebook or Twitter, user facilitated to do interaction,
communication, and collaboration [7]. By communicating
through this media, interpersonal interaction is becoming
closer. Therefore, based on the excess of this is the variety of
social networking sites are encouraged to be utilized in the
study [3].
Social learning network (SLN) or social networking for
learning, according to Kordesh refers to interpersonal
connections through interactions with the main objectives for
the development of knowledge [9] [2]. In more detail, SLN
refers to several phenomena.
16. The use of Social Network (SN) for learning in
formal education.
17. The use of the Social Network of learners in a
collaboration/discussion conducted informally.
18. The use of pages that are specifically designed for
learning through social networks (Social Learning
Network or SLN).
19. The use of SLN specifically developed by teachers.
D. Schoology
Schoology (www.schoology.com) is one of several types
of Social Learning Networks (SLNs) circulating in the world
of the World Wide Web.Schoology is a medium to carry out
learning online. Schoology combines some features of the
Learning Management System (LMS) and some of the
features of social networking (Social Network), became a
medium learning in an attractive and easy to use, later known
as Social Learning Networks (Social Learning Networks).
The concept is similar like Edmodo, however, in the e-
learning thing schoology has a lot of advantages [11].
Building e-learning with Schoology is also more favorable
when compared to using Moodle because it does not require
the hosting and management (more users friendly). Certainly
not as complete as the moodle feature, but for online learning
at the school have been very adequate. As for the features
owned by Schoology is as follows: Courses, Group
Discussion, Resources, Quiz, Attendance and Analytics [7]
E. Learning Motivation
The word motivation comes from the Latin movere,
which means the move. Motivation explains what makes
people do things, make them do it anyway, and assist them in
completing tasks. Related to Pintrich, this means that the
concept of motivation is used to describe the desire to
behave, the direction of behavior (choice), the intensity of
behavior (efforts, ongoing), and completion or achievements
indeed [1].
According to Santrock, motivation is the process that
gives the spirit, direction, and persistence of behaviour. [1].
There are two aspects of this Santrock opinion, i.e., Extrinsic
Motivation, that is, do something to get something else (how
to achieve a goal) and intrinsic motivation, namely internal
motivation to do something for the sake of something
himself (itself) [3].
Students who have the motivation of learning will
depend on whether such activities have interesting content or
a fun process. Essentially, the learning motivation involves
learning objectives and related strategies in achieving the
learning objectives [1].
Some of the benefits of the application of E-Learning for
learners in learning opportunities [2] are, E-learning gives
more opportunities for learners to learn, receive enrichment
learning materials and repeating material independently on
the material placed database learning. More specifically to
the learners to college while working he would be greatly
helped by learning materials which can he learn
independently first.
Study on learning collaboration [1] shown, the idea of
collaborative learning begins from the perspective
philosophical concept learning. To be able to learn, one must
have a spouse. In 1916, John Dewey, wrote a book
"Democracy and Education" which that class is a mirror of
society and serves as a laboratory for learning about real life
[3].
Gokhale defines that "collaborative learning" refers to
the method of teaching in which students in one group that
varies levels of his skills in cooperation in small groups
toward common goals [1]. So learning-collaboration is a
strategy of learning in which students with a variety of the
multilevel cooperation in small groups towards one goal. In
this group the students help each other between one another.
A collaborative learning situation so there is an element of
positive dependence to achieve success [10]. The use of E-
Learning -Social Learning NetworkSchoology-, is very close
with collaborative discourse. Not only on the exchange of
learning materials, but on the social web makes it easy for
every Schoology learners and also his tutor can communicate
and exchange ideas during the learning process.
In terms of assessment transparency, E-learning can be
designed with an assessment at once (real time), after a
student tested the ability of the results of his studies.
However, the assessment can also be seen throughout the
learning process, activity assignments, discussions and other
projects can transparently in view. In this case there is no
task when it has been uploaded and then,a lecturergave
reasoned yet accepts the task. The third of the above give
influence on the learning motivation of students
F. Learning Achievement
The high of learning motivation has effect on the
Achievement of learning. Achievement is measured by the
ability of learners in absorbing lessons on the course and gets
a value above the required passing grade from lecturers. The
results of the learning are individual mastery levels of
learning to the materials as a result of the change in behavior
after following lessons based on the teaching objectives to be
ISSN 2087-2658
Prosidi
ng Seminar Nasional Pendidikan Teknik Informatika
(SENAPATI 201
5)
Singaraja Bali, 12
September 2015
Penyelenggara : Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan,
Universitas Pendidikan Ganesha,
Jl. Udayana Kampus Tengah, Singaraja Bali,
Telp. (0362) 27213, http://pti.undiksha.ac.id/senapati
99
achieved. The results of this research study only with regard
to the results of a cognitive domain study which will be
measured by tests and be achieved in learning [11].
Arif Gunarso, suggests that the learning achievements are
the maximal effort achieved by someone after carrying out
efforts to learn. The results of the study are pointing at the
learning achievements, learning achievement, whereas it is a
great indicator of the existence and the degree of change in
the behavior of students [3].
The relationship with learning effectiveness results
presented by Dunne, that the effectiveness of learning has
two characteristics. The first characteristic is "facilitate
pupils learn" something useful, such as facts, skills, values,
concepts or something desired learning outcomes. Second,
that their skills are recognized by the competent judge as
teacher, tutor or supervisor, the learners own [2].
III. PROBLEMS
As the flagship of excellent and nurturing specialist,
innovative and globally graduates in the field of information
technology, STMIK Primakara has implemented E-Learning
using Social Learning Network Schoology on teaching and
learning activities. The problem is, to what extent the
effectiveness of implementation influence of e-learning using
Social Learning NetworkSchoology on motivation and
learning achievements of students in STMIK Primakara?
IV. PROBLEMS LIMITATION
The Learning motivation of the Study examined only
sourced from the factors of learning opportunities, learning-
collaboration and transparency of assessment by using E-
Learning, Schoology.
V. HYPOTHESIS
From theoretical examination, then build a model and
hypotheses.
Based on the above model in the causal chain can,
namely:
Y1 = PX1 PX2 PX3 + e1
Y2 = PX1 + PX3 + PY1 + e2
The hypotheses are formulated as follows:
1. There is the influence of learning opportunities,
learning, collaboration and transparency of
assessment of learning motivation.
2. There is the influence of learning opportunities,
collaborative learning, the assessment transparency
and learning-motivation towards learning
achievements of students that showed the
effectiveness of the implementation of E-Learning
using Social Learning Network, Schoology.
VI. RESEARCH METHODS
This research is descriptive research, using a survey. The
survey was conducted using a questionnaire as a data
collection tool that is given to undergraduate students of
STMIK Primakara. Through stratified random sampling in
the Department of information systems, Accounting
information systems, and Informatics Engineering. Validity
and reliability test, questionnaire, data analysis used SPSS
20.0.
VII. RESULTS AND DISCUSSION
Respondents who responded to this research amounted to
40 students, divided into 10 students from Informatics
Engineering, 20 students of Information System, and 10
students of Accounting Information Systems. 22 people from
a number of the respondents are students who have been
working (the night class). After going through the stages of
test validity and reliability of the instrument, and are
considered valid and reliable. So to answer the problem of
hypothesis test conducted research that obtained:
From the result of Correlations using SPSS 20.0, learning
motivation (Y1) have a relationship with other causal
variables. The Sig value (2-tailed) all of which are smaller
than the value of α (0.05). So, with learning achievements'
(Y2), also has a significant relationship with other causal
variables.
A. Causal Chain Analysis:
Y1 = PX1 (learning opportunities) + PX2 (collaborative
learning) + PX3 (assessment transparency)
TABEL I. Y1 MODEL SUMMARY
Model
R
R
Square
Adjusted R
Square
Std. Error of
the Estimate
1
.655(a)
.429
.381
.546
a. Predictors: (Constant), the assessment transparency, learning opportunities, learning collaboration
On the Table I above, the value of determination
coefficient or R Square is 0.429 or 42.9%. These values
indicate that the influence magnitude of variables of learning
opportunities, learning collaboration and assessment
transparency against learning motivation variable is 42.9%.
In other words, the magnitude of the influence of other
variables (e1) is 100%-42.9% = 57.1% or = 0.571
e1
LEARNING
OPPORTUNITIES
(X1)
ASSESSMENT
TRANSPARENCY
(X3
)
LEARNING
COLLABORATION
(X2)
LEARNING
MOTIVATION
(Y1)
LEARNING
ACHIEVEMENT
(Y2)
e2
ISSN 2087-2658
Prosiding Seminar Nasional Pendidikan Teknik Informatika
(SENAPATI 201
5)
Singaraja Bali, 12
September 2015
Penyelenggara : Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan,
Universitas Pendidikan Ganesha,
Jl. Udayana Kampus Tengah, Singaraja Bali,
Telp. (0362) 27213, http://pti.undiksha.ac.id/senapati
100
TABEL II. TABLE OF Y1 ANOVA
Mod
el
Sum of
Square
s
df
Mean
Square
F
Sig.
1
Regression
8.055
3
2.685
9.017
.000(a)
Residual
10.720
36
.298
Total
18.775
39
a. Predictors: (Constant), assessment transparency, learning opportunities, learning collaboration
b. Dependent Variables: learning motivation
Table of Y1 ANOVA above, is for testing whether the
causal chain model is linear. Hypothesis: H0 = the linear
tidal causal chain Model, H1 = linear causal chain Model.
Sig (0000) < α, then H0 is rejected. So, the causal chain
model is linear
TABEL III. TABLE OF Y1 COEFFICIENTS
Mo
del
Un-
standardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std.
Error
Beta
B
Std.
Erro
r
1
(Constant)
-789
1.770
-.446
.659
Learning
opportuni
ties
.256
.108
.318
2.379
.023
Learning
collaborat
ion
.265
.121
.306
2.197
.035
Assessme
nt
transpare
ncy
.030
.016
.263
1.857
.041
a Dependent Variable: learning motivation
The result of Y1 Coefficients indicating the magnitude of
the influence of each causal variable against Y1
(motivation). On the Beta value, the influence of X1
variable (learning opportunities) is 0.318, X2 variable
(learning collaboration) is 0.306, & X3 variable (assessment
transparency) is 0.263. The influence of all these variables is
significant, because the column value Sig is smaller than the
value of α (0.05).
B. The second causal chain model
Y2 = PX1 (learning opportunities) + PX3 (assessment
transparency) + Y1 (learning motivation)
TABEL IV. Y2 MODEL SUMMARY
Model
R
R Square
Adjusted R
Square
Std. Error of the
Estimate
1
.798(a)
.637
.607
.672
a. Predictors: (Constant), learning motivation, learning opportunities, assessment transparency
In Y2 Model Summary table above, the values of the
determination coefficient or R Square is 0.637 or 63.7%.
These values indicate the influence magnitude of variables of
assesment transparency, learning opportunities & learning
motivation towards learning achievements variable is 63.7%.
In other words, the influence of other variables (e1) is 100%-
63.7% = 36.3% or 0.363.
TABEL V. TABLE OF Y2 ANOVA
Model
Sum of
Squares
df
Mean
Square
F
Sig.
1
Regression
28.533
3
9.511
21.081
.000(a)
Residual
16.242
36
.451
Total
44.775
39
a. Predictors: (Constant), learning motivation, learning opportunities, assessment transparency
b Dependent Variable: learning achievement
Table of Y2 ANOVA was used to test whether the causal
chain model is linear.Hypothesis: H0 = the linear tidal causal
chain Model, H1 = linear causal chain Model. Sig (0000) <
α, then H0 is rejected. So, the causal chain model is linear
TABEL VI. TABLE OF Y2 COEFFICIENT
Mo
del
Unstandardized
Coefficients
Standa
rdized
Coeffic
ients
t
Sig.
B
Std.
Error
Beta
B
Std.
Erro
r
1
(Constant)
-6.580
2.178
-3.021
.023
Learning
opportunities
.357
.142
.287
2.505
.017
Assessment
transparency
.059
.020
.333
2.886
.007
Learning
motivation
.605
.193
.392
3.141
.003
a. Dependent Variable: learning achievement
The result of Y2 Coefficients above indicating the
influence magnitude of each causal variable against the Y2
(learning achievements). On the Beta value, the influence of
X1 variable (learning opportunities) is 0.287, X3 variable
(assessment transparency) is 0.333 and y1 variable (learning
motivation) is 0.392. Influence of all these variables is
significant, because the column value Sig is smaller than the
value of α (0.05).
The results of statistical tests above can be grouped into:
1) The first causal chain model
20. X1 (learning opportunities) gives a direct influence
on Y1 (learning motivation) of 0.318
21. X2 (collaborative learning) gives a direct influence
on Y1 (learning motivation) is 0.306. The
relationship between X 1 with Y1 is 0.493
22. X3 (assessment transparency) gives a direct
influence on Y1 (learning motivation) of 0.263. The
relationship between X1 with Y1 is 0.484
23. Causal variables X1, X2 and X3 simultaneously
giving influence on Y1 of 0.429
24. The influence of other variables (e1) to Y1 of 0.571
2) The second causal chain model:
ISSN 2087-2658
Prosidi
ng Seminar Nasional Pendidikan Teknik Informatika
(SENAPATI 201
5)
Singaraja Bali, 12
September 2015
Penyelenggara : Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan,
Universitas Pendidikan Ganesha,
Jl. Udayana Kampus Tengah, Singaraja Bali,
Telp. (0362) 27213, http://pti.undiksha.ac.id/senapati
101
25. X1 (learning opportunities) gives a direct influence
on the Y2 (learning achievements) of 0.287. The
relationship between X1 with Y2 is 0.574
26. X3 (assessment transparency) gives a direct
influence on the Y2 (learning achievements) of
0,333.The relationship between the X3 with Y2 is
0.609
27. Y1 (learning motivation) gives a direct influence on
the Y2 (learning achievements) of 0.392. The
relationship between X1 with Y1 is 0.689
28. Causal variables X1, X3, and Y1 simultaneously
give influence on the Y2 of 0.607
29. The influence of other variables (e2) against the Y2
of 0.363
3) The indirect influence
30. X 1 (learning opportunities) gives an indirect
influence on the Y2 (learning achievements) via Y1
(learning motivation) of 0.318 x 0.392 = 0.111.
31. X 2 (collaborative learning) gives an indirect
influence on the Y2 (learning achievements) via Y1
(motivation of learning) by 0.306 x 0.392 = 0.119
32. X 3 (assessment transparency) gives an indirect
influence on the Y2 (learning achievements) via Y1
(learning motivation) of 0.263 x 0.392 = 0.104
VIII. CONCLUSION
Based on results of hypothesis statistical test above,
visible that learning opportunities variable on the
implementation of E-Learning using Social Learning
Network Schoology, has a big role of giving learning
motivation, followed by learning collaboration variable and
has learning achievement influence on learners.
The high of learning motivation simultaneously by using
Social Learning Network Schoology, became a highly
influential variable on the learners in the learning
achievements of STMIK Primakara students.
REFERENCES
[1] Ramadhani, Mawar (2012).Efektivitas Penggunaan Media
Pembelajaran E-Learning Berbasis Web Pada Pelajaran Teknologi
Informasi Dan Komunikasi Terhadap Hasil Belajar Siswa Kelas X
Sma Negeri 1 Kalasan. Skripsi, Program Studi Pendidikan Teknik
Informatika Fakultas Teknik Universitas Negeri Yogyakarta
[2] SEAMOLEC (2014) Draf Buku Siswa Simulasi Digital. SEAMOLEC
[3] Nu’man, A.Z (2014) Efektifitas Penerapan E-Learning Model
Edmodo Dalam Pembelajaran Pendidikan Agama Islam Terhadap
Hasil Belajar Siswa (Studi Kasus : Smk Muhammadiyah 1
Sukoharjo). Duta.com ISSN : 2086-9436 Volume 7 Nomor 1
September 2014
[4] Stockley, Derek. (2003). How OE-learning Definition and
Explanation (E-learning, Online Training, Online Learning) online
Learning Is Revolutionizing K-12 Education and Benefiting Students.
Retrieved January 21, 2015, from
http://www.derekstockley.com.au/elearning-definition.html
[5] Som Naidu (2006) E-Learning A Guidebook of Principles,
Procedures, and Practices. 2 Revised Edition, CEMCA
[6] Josh Bersin (2004) The Blended Learning Book: Best Practices,
Proven Methodologies, and Lessons Learned. September 2004,
Pfeiffer
[7] Greenhow, Robelia, & Hughes (2009).Learning, teaching, and
scholarship in a digital age Web 2.0 and classroom research: What
path should we take now?SAGE Publications
[8] Huang(2010) Exploring the role Social Media and Knowledge
Management Processes in Organizational Learning.
http://www.isls.org/cscl2015/papers/MC-0188-Poster-Qi.pdf
[9] Kordesh, A Richard (2000). Esperanza Familiar. A University-
Community partnership as Social Learning
Network.http://www.huduser.org/periodicals/cityscpe/vol5num1/kord
esh.pdf
[10] Srivastava, Ekta, Agarwal Nisha (2013) E-learning: New trend in
Education and Training. International Journal of Advanced R esearch
(2013), Volume 1, Issue 8, 797-810
[11] Aminoto, Tugiyo, Pathoni Hairul (2014). Penerapan Media E-
Learning Berbasis Schoology Untuk Meningkatkan Aktivitas dan
Hasil Belajar Materi Usaha dan Energi Di Kelas XI SMA N 10 Kota
Jambi. Jurnal Sainmatika Vol 8 No 1 2014
... Adapun penerapan e-learning pada berbagai institusi telah banyak dilakukan terutama pada perguruan tinggi. Ada berbagai macam pilihan sistem e-learning yang dapat digunakan dalam membelajarkan materi, baik yang berbasis Learning Management System (LMS), Learning Content Management System (LCMS), maupun Social Learning Network (SLN) (Joshua et al., 2015). Salah satu media e-learning yang sangat familiar dan banyak digunakan akhir-akhir ini adalah Schoology. ...
... Salah satu media e-learning yang sangat familiar dan banyak digunakan akhir-akhir ini adalah Schoology. Schoology merupakan salah satu jenis media/aplikasi/softwere e-learning berbasis SLN yang menggabungkan LMS dengan beberapa fitur media sosial sehingga menjadikan pembelajaran lebih atraktif, menarik, interaktif, mudah digunakan, serta dikenal sebagai jejaring pembelajaran sosial (Joshua et al., 2015). (Dhingra & Dhingra, 2011). ...
Article
Full-text available
Penelitian ini bertujuan untuk mengungkap dan mendeskripsikan persepsi mahasiswa pendidikan matematika Universitas Nusa Cendana tentang perkuliahan berbasis e-learning dengan menggunakan schoology. Penelitian ini juga mendeskripsikan persepsi mahasiswa pada setiap aspek dan indikator yang diteliti. Penelitian ini merupakan penelitian kuantitatif deskriptif dengan metode survei. Sampel penelitian terdiri dari 41 mahasiswa semester VI pendidikan matematika Universitas Nusa Cendana yang dipilih secara simple random sampling. Penelitian dilakukan pada semester genap tahun akademik 2019/2020. Pengumpulan data dilakukan dengan menggunakan instrumen skala persepsi mahasiswa terhadap perkuliahan berbasis e-learning dengan schoology. Data dianalisis dengan statistik deskriptif untuk kemudian dideskripsikan temuan yang diperoleh. Hasil penelitian ini menunjukkan bahwa secara umum persepsi mahasiswa pendidikan matematika Universitas Nusa Cendana teridentifikasi pada kategori sangat tinggi dengan rata-rata skor persepsi sebesar 73,39. Penelitian ini juga menyimpulkan bahwa persepsi mahasiswa teridentifikasi pada kategori sangat tinggi untuk aspek schoology sebagai media dan kategori tinggi untuk aspek kualitas perkuliahan e-learning. Berdasarkan indikatornya, ditemukan bahwa persepsi mahasiswa teridentifikasi pada kategori sangat tinggi untuk semua indikator pada aspek pertama. Pada aspek kedua, persepsi mahasiswa teridentifikasi pada kategori sangat tinggi untuk 2 indikator dan kategori tinggi untuk 2 indikator lainnya.
... They called the technopreneur is a "Modern Entrepreneur" based technology. Innovation and creativity are very dominating them to produce superior products as the basis for the nation's knowledge-based economic development [6] ...
... The right choice for autonomous, both institutionally as well as the output of graduates, is to develop education Technopreneur, then from the side of teaching will always be developed curriculum and materials that are fit with the real needs of the industrialized world, move faster because of the intense level of competition. While from the side of internal research budget, research will be allocated more to add external research budgets of the parties which require the results of applied research [6]. Another benefit for Higher Education Institution students in the process of implementation Technopreneurship Based Curriculum are: (1) gain insights into alternative professions as entrepreneurs than as economic, manager or accountant or other professional; (2) has sufficient skillbased field of Information Technology; (3) gain basic knowledge in theory and practice of managing a business internship; (4) obtain access to build the networking of business. ...
Conference Paper
Full-text available
Development of human resources become important today. One of the key components of the Asean Economic Community (AEC) pillar, namely the free flow of skilled labor. As part of ASEAN Countries, Indonesia need to recognize the potential for what they have, the opportunities and the threats and then what small steps they can do to support the development of human resources in their country in order to improve the competitiveness to face of skilled labour free-flow within the AEC framework. When we view a country become a developed country, it is closely related to education that are applied in the country. Developed countries basing its base in the nation's ability to innovate independently and based on the creation of technology as a competitive advantage, called education-based entrepreneurship or Technopreneurship. Answer the challenge over the reality of unemployment and the readiness of the nation's competitiveness in the Asean Economic Community. The Higher Education Institution in Indonesia is obliged to answer the challenge in his role as an educational institution. Implementation of the Indonesian National Qualification Framework (KKNI) in the world of higher education themselves expressly stated on a National Education Standards as drawn up by the independent Institution-National Professional Certification Bodies-Higher Education Institution in Indonesia must be implemented or adopt the essense concept of KKNI on any curriculum developed and applied the competency framework in their institution. The purpose of this study is to see implementation practice of Technopreneurship Curriculum and produce a lesson learn related to competency development in the field of computers and IT in Higher Education Institution.
... Joshua Nugroho, Swastika Agus, & Estiyanti (2015) "The Effectiveness of E-learning Implementation using Social Learning Network Schools on Motivation & Learning Achievement in STMIK Primakara Bali". The results of this study indicate that proper learning contributes to the motivation of learning followed by collaborative learning. ...
Article
Full-text available
p>One effort to improve the quality of education is the innovation of learning, one of them with the application of e-learning. With the help of the TAM tool as an analysis in measuring the acceptance attitude of teachers and students. Seeing from the side of ease of use and e-learning use. The purpose of this research is to 1) to know the acceptance of students to an information system applied in the form of e-learning, and 2) to analyze the effect of e-learning implementation on learning motivation of learners. More specifically, the study will evaluate the application of LMS Edmodo and Schoology. The analysis used is descriptive statistical analysis for the disseminated questionnaire and thematic analysis for the interview data obtained. The result of this research is the use of e-learning better if collaborated with conventional learning. So that will complement each deficiency of both e-learning and conventional learning.</p
Article
Full-text available
The purpose of this study to describe the need for developing LMS-based blended learning models of applied mathematics using Schoology, and 2) to obtain a draft LMS-based blended learning model using Schoology. The development used the Thiagarajan 4-D model, and Semmel in 1974 with several modifications, namely: 1) Define, 2) Design, 3) Develop, dan 4) Disseminate. Currently the development stages 1 and 2 and part of stage 3 are being implemented. The implementation is in the engineering of the Bali State Polytechnic (BSP). Data was collected using survey methods, and questionnaires and analyzed using descriptive statistics. The results of the analysis get: 1) student attitudes toward mathematics are very positive, learning interests are moderate, 2) learning motivation is high; 4) learning independence is high. Characteristics of the blended learning model: based on constructivism learning theory, using synchronous blended learning format, applying problem-based learning (PBL), using LMS schoology, supported by multi-media learning media such as video and audio learning media. Variation in the number of face-to-face and online time in semester, 50% face-to-face and 50% through e-learning. The evaluation is process and results with a performance assessment approach based on a portofolio and self assessment. An average expert assessment of 36.8 (valid) is feasible to use with several minor revisions.
Article
Full-text available
This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.
Article
Full-text available
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s, describes the contextual conditions in which students use the Web today, and examines how Web 2.0's unique capabilities and youth's proclivities in using it influence learning and teaching. Two important themes, "learner participation and creativity and online identity formation," emerged from this analysis and support a new wave of research questions. A stronger research focus on students' everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed. Finally, insights on how educational scholarship might be transformed with Web 2.0 in light of these themes are discussed.
Efektivitas Penggunaan Media Pembelajaran E-Learning Berbasis Web Pada Pelajaran Teknologi Informasi Dan Komunikasi Terhadap Hasil Belajar Siswa Kelas X Sma Negeri 1 Kalasan. Skripsi, Program Studi Pendidikan Teknik Informatika Fakultas Teknik Universitas Negeri Yogyakarta
  • Mawar Ramadhani
Ramadhani, Mawar (2012).Efektivitas Penggunaan Media Pembelajaran E-Learning Berbasis Web Pada Pelajaran Teknologi Informasi Dan Komunikasi Terhadap Hasil Belajar Siswa Kelas X Sma Negeri 1 Kalasan. Skripsi, Program Studi Pendidikan Teknik Informatika Fakultas Teknik Universitas Negeri Yogyakarta
Z (2014) Efektifitas Penerapan E-Learning Model Edmodo Dalam Pembelajaran Pendidikan Agama Islam Terhadap Hasil Belajar Siswa
  • A Nu 'man
Nu'man, A.Z (2014) Efektifitas Penerapan E-Learning Model Edmodo Dalam Pembelajaran Pendidikan Agama Islam Terhadap Hasil Belajar Siswa (Studi Kasus : Smk Muhammadiyah 1
How OE-learning Definition and Explanation (E-learning, Online Training, Online Learning) online Learning Is Revolutionizing K-12 Education and Benefiting Students
  • Derek Stockley
Stockley, Derek. (2003). How OE-learning Definition and Explanation (E-learning, Online Training, Online Learning) online Learning Is Revolutionizing K-12 Education and Benefiting Students. Retrieved January 21, 2015, from http://www.derekstockley.com.au/elearning-definition.html [5] Som Naidu (2006) E-Learning – A Guidebook of Principles, Procedures, and Practices. 2 Revised Edition, CEMCA
Exploring the role Social Media and Knowledge Management Processes in Organizational Learning
  • Huang
Huang(2010) Exploring the role Social Media and Knowledge Management Processes in Organizational Learning.
Esperanza Familiar. A University- Community partnership as Social Learning Network E-learning: New trend in Education and Training
  • A Kordesh
  • Richard
Kordesh, A Richard (2000). Esperanza Familiar. A University- Community partnership as Social Learning Network.http://www.huduser.org/periodicals/cityscpe/vol5num1/kord esh.pdf [10] Srivastava, Ekta, Agarwal Nisha (2013) E-learning: New trend in Education and Training. International Journal of Advanced Research (2013), Volume 1, Issue 8, 797-810
Penerapan Media E- Learning Berbasis Schoology Untuk Meningkatkan
  • Tugiyo Aminoto
  • Pathoni Hairul
Aminoto, Tugiyo, Pathoni Hairul (2014). Penerapan Media E- Learning Berbasis Schoology Untuk Meningkatkan Aktivitas dan Hasil Belajar Materi Usaha dan Energi Di Kelas XI SMA N 10 Kota Jambi. Jurnal Sainmatika Vol 8 No 1 2014
The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned
  • Josh Bersin
Josh Bersin (2004) The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. September 2004, Pfeiffer
Efektifitas Penerapan E-Learning Model Edmodo Dalam Pembelajaran Pendidikan Agama Islam Terhadap Hasil Belajar Siswa (Studi Kasus : Smk Muhammadiyah 1
  • A Nu'man
Nu'man, A.Z (2014) Efektifitas Penerapan E-Learning Model Edmodo Dalam Pembelajaran Pendidikan Agama Islam Terhadap Hasil Belajar Siswa (Studi Kasus : Smk Muhammadiyah 1