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

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

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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
Keywords—e-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

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Prosiding Seminar Nasional Pendidikan Teknik Informatika
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September 2015
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Universitas Pendidikan Ganesha,
Jl. Udayana Kampus Tengah, Singaraja – Bali,
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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
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September 2015
Penyelenggara : Jurusan Pendidikan Teknik Informatika, Fakultas Teknik dan Kejuruan,
Universitas Pendidikan Ganesha,
Jl. Udayana Kampus Tengah, Singaraja – Bali,
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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.
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