Strategy for Designing English Language Resource-Based Learning Materials in the Moodle LMS

Prasetya, Rizky Eka

doi:10.33633/es.v5i02.5869

Cited by 2 publications

(3 citation statements)

References 18 publications

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“…Dengan melibatkan berbagai sumber belajar selama proses pembelajaran, siswa akan lebih aktif karena terlibat langsung dalam kegiatan belajar. Hal ini dapat mendorong siswa untuk memiliki rasa ingin tahu yang tinggi terhadap materi yang dipelajari, sehingga berpotensi meningkatkan hasil belajar siswa (Hasan, 2022;Prasetya, 2022;Wariyanti & Karnasih, 2021).…”

Section: Pendahuluanunclassified

“…Temuan ini sesuai dengan hasil penelitian sebelumnya yang dilakukan oleh (Apriliyanto et al, 2022), (Prasetya, 2022), dan (Wariyanti & Karnasih, 2021), yang menunjukkan bahwa penerapan model pembelajaran Resource Based Learning (RBL) dapat meningkatkan hasil belajar siswa. Peningkatan ini disebabkan oleh tahap-tahap dalam model RBL, yang mendorong kemandirian siswa dalam proses pembelajaran.…”

Section: Tabel 3 Hasil Uji Hipotesis Kelas Sampelunclassified

“…Dalam proses pembelajaran tersebut, guru masih berupaya untuk mentransfer pengetahuan yang dimilikinya kepada siswa. Aktivitas ini menyebabkan siswa kurang mampu mengaplikasikan konsep-konsep yang telah dipelajari dalam kehidupan sehari-hari, karena potensi-potensi siswa tidak diperhatikan sebaiknya (Hasan, 2022;Prasetya, 2022;Ramadhani et al, 2021;Risda et al, 2022). Oleh karena itu, menerapkan model pembelajaran Resource Based Learning yang sesuai dan efektif dapat meningkatkan hasil belajar serta mendorong siswa untuk menjadi lebih aktif dan antusias dalam kelas.…”

Section: Tabel 3 Hasil Uji Hipotesis Kelas Sampelunclassified

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Penerapan Model Pembelajaran Resource Based Learning (RBL) Pada Hasil Belajar Biologi Kelas X SMA

Helmita,

Sara

2024

Edusainstika: Jurnal Pembelajaran MIPA

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The objective of this research is to investigate whether incorporating a resource-based learning model (RBL) in the Biology subject at SMAN 1 Padang Ganting has an impact on learning outcomes of students. The research employed a Quasi-Experimental method utilizing a posttest-only control design. The sampling technique is total sampling. Data were obtained using tests, observation, and documentation while data analysis techniques used Dependent sample ttests and Independent sample t-tests. The subjects in this study were Class XE 1 with 29 people as the experimental class and Class XE 2 with 30 people as the control class. Based on the results of the study, hypothesis testing using the independent samples t-test method assisted by SPSS 25, the results of the t-test calculation have a Sig-(2-tailed) value of 0.002 <0.05 with a real level of α = 0.05. Therefore, the null hypothesis (H0) is refuted, and the alternative hypothesis (H1) is accepted. This indicates that students in the experimental class, which implemented the resourcebased learning model (RBL), achieved higher learning outcomes compared to students in the control class. Therefore, it can be concluded that the resource-based learning model produces better learning outcomes for students in XE 1 SMAN1 class in Padang Ganting West Sumatra. Based on these results, schools can consider whether they can use this learning model to improve student learning outcomes.

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Section: Pendahuluanunclassified

Section: Tabel 3 Hasil Uji Hipotesis Kelas Sampelunclassified

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Penerapan Model Pembelajaran Resource Based Learning (RBL) Pada Hasil Belajar Biologi Kelas X SMA

Helmita,

Sara

2024

Edusainstika: Jurnal Pembelajaran MIPA

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Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming

Ruslan,

Lu’mu,

Fakhri

et al. 2024

Education Sciences

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The acquisition of programming skills is often complex and poses challenges that impede students’ progress and understanding. This study aimed to assess the effectiveness of the flipped project-based learning (FPBL) model, implemented via Moodle LMS, in enhancing students’ communication and problem-solving abilities in programming education. The study employed a quasi-experimental design with a control group following a blended learning approach and an experimental group utilizing the FPBL model. Purposive sampling was used. Data collection involved pre- and post-tests assessing communication and problem-solving skills, analyzed through paired and independent sample t-tests to evaluate the significance of the observed improvements. These findings demonstrated significantly positive outcomes in the experimental group. For problem-solving skills, the paired sample t-test showed a mean difference of 16.000, a t-value of 5.852, and a significance level of 0.000. Communication skills analysis revealed a mean difference of 7.400, a t-value of 10.418, and a significance level of 0.000. Independent sample t-tests corroborated these results, indicating notable enhancements in both skills in the experimental group compared to the control group. he FPBL model based on the Moodle LMS markedly improved students’ communication and problem-solving skills in programming education. Future research should investigate the long-term retention of these skills and the applicability of the model across different disciplines and educational levels.

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Strategy for Designing English Language Resource-Based Learning Materials in the Moodle LMS

Cited by 2 publications

References 18 publications

Penerapan Model Pembelajaran Resource Based Learning (RBL) Pada Hasil Belajar Biologi Kelas X SMA

Penerapan Model Pembelajaran Resource Based Learning (RBL) Pada Hasil Belajar Biologi Kelas X SMA

Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming

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