Analysis of Prospective Teacher’s Learning Independence Based on Gender Through the Utilization of Moodle-Based E-Learning

Abstract

Face to face meeting is not always effective in learning because there are some situations during which it cannot be conducted, such as during the pandemic that we have felt together for these 2 years and even now. Therefore, we need to work around this by learning online through the use of Moodle-based e-learning. This research was conducted at the Faculty of Teacher Training and Education (FKIP) Samawa University with the aim of knowing how gender influences the learning independence of prospective teachers through the use of Moodle-based e-learning. The research sample amounted to 42 students who were divided into 21 males and 21 females. The research data was obtained by distributing a learning independence questionnaire containing 20 statement items that have been adjusted to the indicators of learning independence and calculated using a Likert scale of 1 to 5. The results showed that the significance level value was 0.37, which was greater than 0.05. Therefore, it can be concluded that gender does not affect the learning independence of prospective teacher through the use of Moodle-based e-learning.

Pengaruh Penggunaan Game Edukasi terhadap Kemampuan Kognitif Fisika Dilihat dari Gender Siswa

“…Salah satu faktor yang dapat mempengaruhi proses pembelajaran yaitu aspek latar belakang peserta didik, salah satunya meliputi gender (Yuniati, dkk., 2020). Gender merupakan faktor penting dalam memahami perbedaan identitas di Masyarakat (Hermansyah et al, 2022). Berdasarkan penelitian sebelumnya, telah diketahui bahwa terdapat perbedaan dalam cara siswa pria dan siswa wanita mendekati dan merespon pembelajaran fisika.…”