Analysis of Giving Quizzes on Mechanics Lectures Through E-Learning

Abstract

Student learning outcomes in mechanics lectures are influenced by structured activities carried out in each lecture meeting session such as giving quizzes. The purpose of this study was to describe and analyze the giving of quizzes on mechanics learning through e-learning to students of the Physics Education Study Program, Faculty of Teacher Training and Education Sciences at the Universitas Terbuka. This type of research is descriptive, and the research is conducted in semester 2021.1. The numbers of respondents involved in this study were 16 people. Data analysis was carried out by describing the quiz instrument, quiz results obtained by each student in each session, student activities accessing quizzes, comparison of student access hits on initiation materials and toolbar URL. Based on the results of data analysis, it shows that student participation in taking the quiz is quite high, but in some lecture sessions there is a decrease in quiz scores. This is influenced by student activities in accessing initiations materials. There is a linear relationship between student activities in accessing initiation materials and completing quizzes in each session. To increase students' active participation in quizzes, online tutorial tutors should encourage students to understand and access initiation materials. The completeness and coherence of the initiation material with the achievement measured in the quiz affects students' success in doing the quiz.