Professional Documents
Culture Documents
tripujiani@uhb.ac.id , 2bennykrisbiantoro@uhb.ac.id
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Abstract: Industry 4.0 requires people not only to master their field
of knowledge but also to master the latest technology. E-learning
which combines the teaching and learning process with the use of
technology such as internet is the appropriate method to be applied
to meet the challenges of industry 4.0. Learning motivation is one of
the factors that may influence the students’ achievement. Thus, this
quasi experimental research was aimed to know the effectiveness of
e-learning in improving the students’ learning motivation. This
research was conducted in March-August 2019 toward 15 students
of third year of Bachelor of Nursing Study Program on English for
Nursing 3 Course. This samples were taken by using purposive
sampling technique. The data was collected by using two
questionnaires given before and after the treatment. The
questionnaire was adapted from Keller’s Instructional Materials
Motivation Survey (IMMS) which measures motivation through
each elements of ARCS model (Attention, Relevance, Confidence,
Satisfaction). Then, the data was analyzed by using descriptive
statistics, paired samples t-test, and Wilcoxon test. The result
showed that t stat (12,68) > t table (2,16). Moreover, Wilcoxon test
revealed that there were significant increases in all elements of
ARCS. Thus, it can be concluded that e-learning is effective to
improve the students’ learning motivation. So, it is recommended
that should a new teaching method applied, affective skills such as
motivation and the current need of industry need to be considered in
order to optimize the outcome.
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INTRODUCTION
Internet or digital media is not currently something new or
strange for most people in the world. The dramatic increase of digital
literacy, characterized by the worldwide influx of internet connection
and its varied users including children, adult, and also elderly, shows
that we have gone to industrial revolution 4.0. Puncreobutr define
industry 4.0 as the combination of technology automation and cyber
(Puncreobutr, 2016). The concept of industry 4.0 includes Industrial
Internet, Internet of Things (IoT), Smart manufacturing and Cloud-
based Manufacturing (Erol, Jager, Hold, Ott, & Sihn, 2016).
One of the effects of industry 4.0 is the process of digitalization in
all aspects of life in which all things can be done through web, for
example online shopping, online public transportation, and also online
education. In education 4.0, the role of digital technology is highly
important. To create competitive graduates who can survive in
industrial era 4.0, there are at least three new literacies that should be
mastered; they are data literacy, technology literacy and humanity
literacy. In addition, Puncreobutr states that the competences to be
mastered in this industrial 4.0 era are leadership, collaboration,
creativity, innovation, critical thinking, digital literacy, effective
communication, emotional intelligence, entrepreneurship, global
insight, problem solving and teamwork (Puncreobutr, 2016).
To master all those competencies, traditional teaching methods is
no longer relevant with the current development era. E-learning offers
a solution to meet the challenges of education 4.0. E-learning refers to a
teaching method utilizing electronic media, especially web system,
which enables interactive long distance learning without any time and
place limitation (Aparicio, Bacao, & Oliveira, 2016). The characteristics
of this teaching method are: a) the use of electronic technology, b) the
use of individual learning material, 3) the use of Internet of Things as
the main tool, and c) the ease in accessing schedule, curriculum,
learning result, et cetera (Anshori, 2016). Meanwhile, the requirements
for applying this learning method are: a) the availability of internet
connection for learning, b) the availability of facilities supporting self-
learning such as IT laboratory, textbook, and other teaching media, c)
the availability of facilitators who can help the students having
difficulties directly face to face or through online interaction (Tarus,
Gichoya, & Muumbo, 2015).
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LITERATURE REVIEW
A. Industry 4.0
The revolution on industry becomes the beginning of industrial
age. It was characterized by the transformation on the economy which
previously focused on agrarian to the industry that utilized
manufacture. This phenomenon led to a new pattern of economy.
Industrial revolution was the period when many works that used to be
done manually in houses became happening in industries with the use of
machine (Lele, 2019).
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B. E-learning
1. E-learning Definition
E-learning becomes new trend in Education in Indonesia as the
effect of industrial revolution 4.0. There are some sources define the
concept e-learning, one of them is Clark and Mayer in their book
entitled E-Learning and the Science of Instruction, Proven Guidelines for
Consumers and Designers of Multimedia Learning as follows:
We define e-learning as instruction delivered on a
digital device that is intended to support learning. In e-
learning the delivery hardware can range from desktop
or laptop computer to tablets or smart phones, but the
instructional goal is to support individual learning or
organizational performances goals. (Clark & Mayer,
2012)
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C. Learning Motivation
1. Definition of Learning Motivation
Motivation is a construct theoretically used to explain, initiation,
direction, intensity, persistence and quality of behavior (Buckley &
Doyle, 2016). The term motivation in learning context refers to which
the individual works or strives to learn the language because if an
intension to do so and the satisfaction experienced in this activity
(Oroujlou & Vahedi, 2011).
2. Types of Learning Motivation
Basically, there are two types of motivation, intrinsic and extrinsic
motivation. Intrinsic motivation is most commonly defined as ‘‘doing
something for its own sake,’’ as when a child plays football for no reason
other than because that is what he wants to do. Extrinsic motivation, in
contrast, refers to the pursuit of an instrumental goal, as when a child
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METHODOLOGY
A. Type of Research
This research was a quasi-experimental research. Experimental
research is a research aimed to test and idea, practice, or procedure to
know whether the treatment influences the result or not (Ingwarni,
2015). There are at least two variables in this kind of research,
independent variable and dependent variable (Oktaviandi, 2012).
There were two variables in this research, e-learning using
SCALSA as independent variable and learning motivation as dependent
variable. Furthermore, the group previously taught by using
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E. Data Analysis
The data collected from the questionnaires was analyzed by using
paired sample t-test conducted on the total scores for questionnaire 1 to
those of questionnaire 2. Paired sample T-test is a test used to compare
the difference between the two means of two paired samples with the
assumption that the data is normally distributed. Paired samples come
from the same subject, each variable is taken during different situations
and circumstances. This test is also called the T-test (Advernesia, 2019).
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The change in the means of the total scores obtained in the two
questionnaires is considered to have been influenced by changes to the
independent variable, e-learning. Then, the dependent variable, learning
motivation, which is associated with Keller’s ARCS elements was
measured by conducting Wilcoxon statistical test. This test is a kind of
non-parametric test that can be used to determine whether two
dependent samples were selected from populations having the same
distribution.
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c. Confidence
Table 6:
Wilcoxon Test of Confidence Element
Q1-Q2 N Mean Rank Sum of
Ranks
Negative Rank 15a 8 120
Positive Rank 0b 0 0
Ties 7
Total 15
Legend Test Statistic
a: Q1<Q2 Test Statistic 0
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d. Satisfaction
Table 7:
Wilcoxon Test of Satisfaction Element
Q1-Q2 N Mean Rank Sum of
Ranks
Negative Rank 14a 8, 36 117
Positive Rank 1b 3 3
Ties 9
Total 15
Legend Test Statistic
a: Q1<Q2 Test Statistic 3
b: Q1>Q2 Critical Value 25
Q1: conventional learning
Level of significance 0,05
Q2: e-learning
H0 was rejected, H1 was
Conclusion TS<CV=3<25 accepted
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B. Discussion
The purpose of this research was to know the effectiveness of e-
learning implementation in improving the students’ learning
motivation. The result of measurement using descriptive statistics
described the data distribution of the questionnaires. The mean scores
of each elements of motivation in Questionnaire 1 is lower than those in
questionnaire 2. It meant that the implementation of e-learning to teach
English for Nursing 3 influenced the students’ attention, relevance,
confidence, and satisfaction toward learning process. However, it was
necessary to know whether the influence was significant or not. Thus,
paired samples t-test was applied to the total score and Wilcoxon test
was applied to each element of motivation (ARCS). The result of paired
sample t-test revealed that the implementation of e-learning gave
significant difference toward the students’ learning motivation since t
Stat (12, 68) was higher than t Critical two-tail (2,16) or H0 was rejected
and H1 was accepted. In line with this test, Wilcoxon test which was
applied to each elements of motivation (ARCS) also showed positive
result that the alternative hypothesis of this research was accepted.
In other word, this research revealed that e-learning was effective
to increase the students’ learning motivation. As stated by Keller that
the students’ interest of learning and learning motivation has four main
components, attention, relevance, confidence, and satisfaction or ARCS
(Keller, 1987), there were some factors that made this possible. First,
instead of the utilization of technology which made e-learning different,
e-learning gave the students new experience in learning. The learning
materials were presented via online and easy to be accessed at anytime
and anywhere. Those materials were packaged in interesting activities
such as videos, games, quizzes, assignments, etc. which were easily
attracted the students’ attention toward learning. Second, although the
materials were presented in English, the contents were basically in line
with their background of knowledge which is nursing. So, it was
relevant with the knowledge they have ever got. Third, e-learning was
flexible. The students may manage their own learning strategy and
because the major key to motivation is the active involvement of
students in their own learning (Reena, 2010). Moreover, the learning
goal, the language focus, the learning guideline and the assignment
were clearly explained on the students’ guideline. Thus, the students
felt confident that they could pass this course easily. Fourth, most of
their assignments were submitted via online in SCALSA, YouTube and
social media. It was an interesting way to show their English skill to
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public. The feedback might come not only from the lecturer but also
from the viewers. That is why, there was a kind of satisfaction when
they were able to finish the assignment perfectly.
In conclusion, e-learning influenced all elements of ARCS model
which referred to students’ learning motivation positively. So, it was
considered to be effective in improving the students’ learning
motivation.
CONCLUSION
Since learning motivation is one of the factors that influence the
students’ achievement, it is important to consider that the teaching
method used can increase the students’ learning motivation as well as
their achievement. This research concludes that e-learning may
significantly increase the students’ learning motivation. Moreover, it
utilizes technology to meet the challenge of industry 4.0. Thus, it was
recommended to be applied to teach the other subject besides English
for Nursing as required by the era of industry 4.0.
ACKNOWLEDGEMENT
test-dengan-spss-dan-contohnya/
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Programs On Employee’s Motivation And Satisfaction: An
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https://doi.org/10.5539/ijbm.v5n2P159
Anshori, S. (2016). Strategi pembelajaran di era digital (tantangan
profesionalisme guru di era digital). Artikel.
Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical
framework. Educational Technology and Society.
Azwar, S. (2013). Sikap Manusia: Teori dan Pengukurannya. Sikap
Manusia: Teori Dan Pengukurannya.
https://doi.org/10.1038/cddis.2011.1
Behera, S. (2013). E-and M-Learning: A comparative study. International
Journal on New Trends in Education and Their Implications.
Buckley, P., & Doyle, E. (2016). Gamification and student motivation.
Interactive Learning Environments.
https://doi.org/10.1080/10494820.2014.964263
Clark, R. C., & Mayer, R. E. (2012). e-Learning and the Science of
Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning: Third Edition. In e-Learning and the Science of
Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning: Third Edition.
https://doi.org/10.1002/9781118255971
Dimyati & Mudjiono. (2006). Hakikat Belajar dan Pembelajaran. Belajar
Dan Pembelajaran.
Erol, S., Jager, A., Hold, P., Ott, K., & Sihn, W. (2016). Tangible
Industry 4.0: A Scenario-Based Approach to Learning for the
Future of Production BT - 6th CIRP Conference on Learning
Factories, CLF 2016, June 29, 2016 - June 30, 2016. Elsevier.
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Hintze, S. (2015). Research design and methodology. In Contributions to
Management Science. https://doi.org/10.1007/978-3-319-11376-0_4
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APPENDICES:
Part 1: Introduction of the Questionnaire
COVERING LETTER
Learning Motivation Questionnaire
By Tri Pujiani
English Education Department of Social Science Faculty
Harapan Bangsa University
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Warm regards,
Tri Pujiani
English Education Department
Faculty of Social Science
Harapan Bangsa University
Statements
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1 2 3 4 5
22. The amount of repetition in this course caused me to get bored
sometimes.
1 2 3 4 5
23. The content and style of material presented in this course convey
the impression that its content is worth knowing.
1 2 3 4 5
24. I learned some things that were surprising or unexpected.
1 2 3 4 5
25. After working on this course for a while, I was confident that I
would be able to pass the final exam.
1 2 3 4 5
26. This course was not relevant to my needs because I already knew
most of it.
1 2 3 4 5
27. The assistance I received during this course helped me feel
rewarded for my effort.
1 2 3 4 5
28. The variety of reading passages, exercises, illustrations, etc. helped
keep my attention on the individual lessons.
1 2 3 4 5
29. The style of the materials is boring.
1 2 3 4 5
30. I could relate the content of this course to things I have seen, done,
or thought about in my own life.
1 2 3 4 5
31. There are so many new words on each meeting that is difficult to
understand.
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1 2 3 4 5
32. It felt good to successfully complete this course.
1 2 3 4 5
33. The content of this course will be useful to me.
1 2 3 4 5
34. I could not really understand quite a bit of the material in this
course.
1 2 3 4 5
35. The good organization of the content helped me be confident that I
would learn this material.
1 2 3 4 5
36. It was a pleasure to work on such a well-designed course.
1 2 3 4 5
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