Jurnal Teknologi Pendidikan

Vol: 07/02 Desember 2019.

Online ISSN: 2622-4283, Print ISSN: 2338-9184

http://dx.doi.org/10.31800/jtp.kw.v7n2.p123--137

THE EFFECTIVENESS OF THE USE OF

E-LEARNING IN MULTIMEDIA CLASSES TO
IMPROVE VOCATIONAL STUDENTS' LEARNING
ACHIEVEMENT AND MOTIVATION
Efektivitas Penggunaan E-Learning pada Kelas Multimedia
untuk Meningkatkan Prestasi dan Motivasi Belajar Siswa SMK

Alin Hoerunnisa1, Nunuk Suryani2, Agus Efendi3

Program Studi Teknologi Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan
123

Universitas Sebelas Maret

Pos-el: alin.h.nisa@gmail.com1, nunuksuryani@staff.fkip.uns.ac.id2,
agusefendi_ptk@yahoo.com3

INFORMASI ARTIKEL ABSTRACT:

Riwayat Artikel
Diterima : 17 Juli 2019
Direvisi : 2 September 2019
Disetujui : 9 September 2019
(diisi editor)
Keywords:
E-learning, Moodle, Students’
achievement, Motivation,
Multimedia
Kata kunci:
E-learning, Moodle, Prestasi
belajar, Motivasi belajar,
Multimedia
The development of Information and Communication
Technology (ICT) in education has paved the way for the
emergence of new teaching and learning methodologies. E-
learning, which refers to the use of ICT for learning
purposes, is an important area emphasized in education.
The purpose of this study was to determine the effectiveness
of the use of E-learning in multimedia classes to improve
vocational students' learning achievement and motivation.
The Quasi-experiment method was used in this study. The
research subjects used were class X students at the Veteran
Vocational School Sukoharjo, Central Java. This research
was conducted in Multimedia classes on computer and
basic network subject matter on the topic of sharing devices.
Class samples are selected using the random sampling
technique. The experiment class consists of 31 students,
while the control class consists of 33 students. In this study
two formulation of problems were used, namely: (1) How is
the effectiveness of E-learning to improve student learning
achievement?; (2) How is the effectiveness of E-learning to
improve student motivation? The hypothesis test used is the
Independent T Test. The results showed that the use of E-
learning can significantly improve student achievement and

K- JTP: Vol. 07, No.02/Desember 2019/hal: 123 – 137. 123

 motivation on computer and basic network subject matter
on the topic of sharing devices. In addition, the use of E-
learning can also increase student participation in learning.

ABSTRAK:
Perkembangan Teknologi Informasi dan Komunikasi
(TIK) dalam pendidikan telah membuka jalan bagi
munculnya metodologi pengajaran dan pembelajaran
baru. E-learning, yang mengacu pada penggunaan TIK
untuk tujuan pembelajaran, menjadi area penting
yang ditekankan dalam pendidikan. Tujuan dari
penelitian ini adalah untuk mengetahui efektifitas
penggunaan E-learning untuk meningkatkan prestasi
dan motivasi belajar siswa di Sekolah kejuruan.
Metode kuasi ekperimen digunakan pada penelitian
ini. Subjek penelitian yang digunakan yaitu siswa
kelas X di SMK Veteran Sukoharjo, Jawa Tengah.
Penelitian ini dilakukan di kelas Multimedia pada
pelajaran komputer dan jaringan dasar pada topik
sharing devices. Sampel kelas dipilih menggunakan
teknik sampling acak. Kelas eksperimen terdiri dari 31
siswa, sedangkan kelas kontrol terdiri dari 33 siswa.
Dalam penelitian ini digunakan dua rumusan
masalah, yaitu: (1) Bagaimana keefektifan media E-
learning untuk meningkatkan prestasi belajar siswa?;
(2) Bagaimana keefektifan media E-learning untuk
meningkatkan motivasi belajar siswa?. Uji hipotesis
yang digunakan adalah Uji Independent T Test. Hasil
dari penelitian ini menunjukkan bahwa penggunaan
media E-learning secara signifikan dapat
meningkatkan prestasi dan motivasi belajar siswa
pada mata pelajaran komputer dan jaringan dasar
pada topik sharing devices. Selain itu, penggunaan E-
learning juga dapat meningkatkan partisipasi siswa
terhadap pembelajaran.

INTRODUCTION ICT into curricula in various subject

The advancement of information areas (Kong et al., 2014).
and communication technology (ICT) The development of ICT and
in recent decades has encouraged the Internet technology in education has
school education sector to integrate paved the way for the emergence of
new teaching and learning

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environments and methodologies important media that can help
such as online learning, teachers and students to carry out
teleconferencing, web-based distance various online activities. This method
learning, computer-assisted learning is believed to increase the
and mixed learning. In recent years, effectiveness and efficiency of
research has revealed that students learning (Ali et al., 2011).
learn successfully through online E-learning is a learning process
learning compared to traditional face- that is facilitated and supported by
to-face classes (Ho et al., 2016). the use of information technology and
The investigation of the use of ICTs the internet (Warnajith et al., 2012). E-
as a powerful networking tool has learning is an internet application that
brought a revival in learning. The can connect between students and
rapid exchange of information teachers in an online study room to
through multimedia throughout the overcome the limitations of time,
world helps the growth of human space, conditions, and circumstances
knowledge and, at the same time, (Popovici and Mironov, 2015). E-
demands redefinition of education learning is related to the term online
curricula and methods, especially in learning. Online learning is part of E-
the field of vocational education learning, E-learning is a broader
(Pevac et al., 2005). concept than online learning, which
E-learning, which refers to the use includes a series of applications and
of ICT for learning purposes, is an processes that use all electronic media
important area emphasized in to make training and conventional
education. In order to benefit from the education more flexible. By using E-
E-learning process, students need 21st learning media in the learning process
century skills to support them can improve the students'
choosing and processing useful and understanding and practice in the
reliable information from various subject matter (Yanuschik et al., 2015).
sources for learning, and to Efficient E-learning media gives
communicate and collaborate with students a learning environment that
their peers to complete tasks and has a high level of freedom. This
solve problems (Kong et al., 2014; allows students to study anytime,
Shidiq and Yamtinah, 2019). anywhere, and whatever they want to
E-learning is a general term that learn according to their learning
displays various forms of electronic objectives. To realize this, E-learning
based learning. E-learning is an systems must be equipped with

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functions such as letting students students and teachers (Abdelhai et al.,
choose their own appropriate 2012), and strategy in overcoming the
learning content and understanding lectures’ numbers (Rivalina, 2017).
the level their progress and Based on a preliminary study of
achievements for each learning Data from Educational Assessment
content (Seki et al., 2005). Center (Puspendik) 2017/2018
Learning media, including E- Academic Year, it was found that the
learning, are used by teachers to average competence of Vocational
deliver subject matter not only as a Schools in Sukoharjo was 44.46. In
means, but also to provide addition, observational interest data
stimulation for students to learn, as and learning motivation conducted at
well as develop students' intellectual one of the vocational schools in
and emotional aspects. Learning Sukoharjo showed that 60% of
media requires good planning before students had low learning motivation.
being used in the learning process. Algarable & Dasi (2001) argue that
The media used must be fully achievement is seen as one's
mastered by the teacher, so that competence in relations with the
knowledge can be transferred to world of knowledge. This means that
students clearly and effectively (Tuna if someone has high knowledge, he
et al., 2018). also has high achievements. While
The use of E-learning as a learning motivation is one of the important
media can help teachers and students aspects in learning. Students with
to achieve effective and efficient high motivation in learning will be
learning goals (Hakim et al., 2019). In directly proportional to their learning
addition, the results of the study achievement. Conversely, students
revealed that the use of e-learning can with low learning motivation tend to
increase student learning have low learning achievements
achievement and mastery concept (Algarabel and Dasí, 2001)
(Hwang et al., 2019; Mustofa, 2019; Based on the study of E-learning
Wai and Seng, 2014), student interest and the problems of the low
and motivation (Comarella et al., achievement and learning motivation
2012; Falcinelli et al., 2007; Sebnem, of vocational school students, this
2015; Sugiarti et al., 2018), attitude study aims to determine the
(Sebnem, 2015), students’ critical effectiveness of the use of E-learning
thinking skills (Utomo and in multimedia classes to improve
Wihartanti, 2019), the interaction of vocational students' learning

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achievement and motivation. This used to determine the increase in
research is expected to be a reference student learning achievement.
source for teachers and education After the data collected is
practitioners to use E-learning media complete, then a statistical analysis is
to improve students’ achievement performed with the t-test. The
and motivation. analysis is by testing the significance
between experiment class and control
RESEARCH METHODS class. There are two problem
The Quasi-Experiment Method was discussed in this study, namely: (1)
used in this study. The research How is the effectiveness of E-learning
subjects were class X students media to improve student learning
majoring in Multimedia at the achievement?; (2) How is the
Veteran Vocational School Sukoharjo, effectiveness of E-learning media to
Central Java. Class samples are improve student learning motivation?
selected using the random sampling
method. Class X Multimedia 1 as an RESULTS AND DISCUSSION
experiment class consists of 31 The Effectiveness of E-Learning
students, while class X Multimedia 2 Media to Improve Student Learning
as a control class consists of 33 Achievement
students. The topic of sharing devices under the
This research was conducted on subject matter of computer and basic
Computer and basic networks networks is one of the topics taught in
subjects matter on the topic of sharing the Multimedia classes. This research
devices. The duration of this research was conducted with the same teacher,
was 8 hours of study (8x45 minutes).
the same approach and method, but
Data collection techniques used in
with different learning media.
this study were questionnaires,
The effectiveness of the use of E-
observations and tests. A
learning media can be determined
questionnaire was used to determine
based on the mean differences in
the level of student learning
learning achievement between the
motivation before and after learning
experiment class and the control class.
(treatment) conducted. Observation
To prove and measure the mean
sheet was used to determine the
difference in learning achievement, an
learning conditions in class. The
independent T test is needed.
student learning achievement test was

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 The scores of the pre-test and post- the test requirements for normality
test of student achievement in each and homogeneity must be met. Table
class were analyzed using the SPSS 21 1 and Table 2 are summaries of the
program. The hypothesis test used results of the prerequisite analysis
was the Independent T Test so that tests.
Table 1. Results of the Normality Test for Learning Achievement
Tests of Normality
Kelompok Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pre_control .179 26 .031 .937 26 .115
Learning Post_control .127 26 .200* .952 26 .252
Achievement Pre_Experiment .180 25 .035 .929 25 .084
Post_Experiment .180 25 .035 .929 25 .084
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Table 2. Learning Achievement Homogeneity Test Results

Test of Homogeneity of Variances
Learning Achievement
Levene Statistic df1 df2 Sig.

.990 1 4 .325
9
Data normality is based on the The results of the homogeneity test
significance value of the Shapiro-Wilk obtained a significance value of
Test results, if the Sig. > α learning achievement score is 0.325.
(significance level) then the data Based on these data the Sig. > α
distribution is normal. (0.050), it can be concluded that the
Based on the results of the variance of the population pre-test
normality test using the Shapiro-Wilk and post-test scores of each class is
Test, the pre-test and post-test data the same or homogeneous.
for the experiment and control classes The comparison test of the mean
respectively were 0.115; 0.252; 0.084; control and experiment classes used
and 0.084. The four significance the independent T test. The results are
values produced indicate that Sig. > α presented in Tables 3 and 4.
(0.050) then the data is normally The research hypotheses are as
distributed. follows:
Data homogeneity test uses Levene H0: There is no mean difference in
Test statistics, if the Sig. > α the learning achievement between the
(significance level) then the experiment class and the control class
population data has the same variant
(homogeneous).

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 Ha: There are mean differences in difference in learning achievement
the learning achievement between the between the experiment class and the
experiment class and the control class. control class. The mean of learning
Based on the results of the achievement of the experiment class is
statistical test in table 3, there is mean 77.8, while the control class is 48.19.
Table 3. Descriptive statistics
Group Mean Std. Deviation Std. Error Mean
Learning Experiment 77.84 17.235 3.447
Achievement Control 48.19 17.602 3.452

Table 4. Results of Independent t test

Levene’s Test for Equality of T-test for Equality of Means
Variances
F Sig. t df Sig.(2-tailed)
Learning Equal variances .990 .325 6.075 49 .000
Achievement assumed
Equal variances 6.077 48.982 .000
not assumed
This result was strengthened by the the quality of learning (Bokor and
results of the Independent T Test Hajdu, 2014).
which showed a Sig. 0.000 < α 0.05. The learning process in the
Based on the test, it can be concluded experiment class and control class
that H0 is rejected and Ha is accepted. both uses a scientific approach with a
Inference from these conclusions is problem-based learning method. Both
that there are significant mean of these classes are distinguished by
differences in learning achievement the use of instructional media used.
between the experiment class and the The experiment class uses E-learning
control class. with the Moodle platform as a
These results prove the learning media, while the control
effectiveness of E-learning media to class uses power-point media in the
improve the learning achievement of delivery of learning.
vocational students in class X There are stages of learning with
Multimedia. E-Learning platform discussion in the two classes used.
used in this study is Moodle. The The stages of the discussion in the
selection of Moodle refers to research experiment class were carried out
by Graf and List (2002) which states online using E-learning media with
that the Moodle Learning the prepared Moodle platform. While
Management System (LMS) is better in the control class the discussion is
than other LMS (Graf and List, 2005). done directly in class. The results in
In addition, many features are the experiment class students tend to
provided on LMS Moodle to improve

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be more active in discussions student learning motivation is
compared to the control class. measured before and after learning
takes place. The results of learning
motivation were analyzed using the
The Effectiveness of E-Learning SPSS 21 program. The hypothesis test
Media to Improve Student Learning used was the Independent T Test, so
Motivation the test requirements for normality
In addition to improving student and homogeneity must be met. Table
learning achievement, E-learning 5 and Table 6 are summaries of the
media is also developed to increase results of the analysis prerequisite
student learning motivation. This tests
Table 5. Results of the Normality of Learning Motivation Test
Group Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
pre_control .145 33 .078 .948 33 .115
post_control .155 33 .042 .957 33 .213
Motivation
pre_experiment .117 31 .200* .959 31 .267
post_experiment .128 31 .200* .937 31 .068

Table 6. Homogeneity Test Results for Learning Motivation

Test of Homogeneity of Variances
Motivation Score
Levene df1 df2 Sig.
Statistic
2.941 1 62 .091
The results of the Shapiro-Wilk test so that it can be concluded that the
in the table show that the significance population variance is the same or
values (Sig.) of the four groups are homogeneous.
0.115; 0.213; 0.267; and 0.068 > α Based on the data of learning
(0.050), it can be concluded that the motivation above, the prerequisites of
sample (score) originates from the the Independent T Test, namely the
population that is normally normality and homogeneity of data,
distributed. have been fulfilled. The results of the
The data homogeneity test used the E-learning effectiveness test to
Lavene Test statistic. Based on the improve student learning motivation
results of the homogeneity test are presented in Tables 7 and 8.
obtained a significance value (Sig.)
Learning motivation score data of
0.091. This means the Sig. > α (0.050)

Table 7. Descriptive statistics

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 Group Mean Std. Deviation Std. Error Mean
Learning Motivation Experiment 81.398 5.237 .940
Control 75.224 4.719 .821

Table 8. Results of Motivation Independent t test

Levene’s Test for Equality of T-test for Equality of Means
Variances
F Sig. t df Sig.(2-tailed)
Learning Equal variances 2.941 .091 4.960 62 .000
Motivation assumed
Equal variances 4.944 60.318 .000
not assumed
The research hypotheses are as Based on the data described, giving
follows: different treatments to the control
H0: There is no difference in class and experiment class gave
learning motivation between the different results. E-Learning media
experiment class and the control with Moodle platform used in the
class experiment class gives better results
Ha: There are differences in in terms of learning achievement and
learning motivation between the student motivation. Therefore, it can
experiment class and the control be concluded that E-learning media is
class. effective in improving the learning
The results of the analysis with the achievement and motivation of
Independent T Test showed that there Vocational students in computer and
was an increase in learning basic networks subjects on the topic of
motivation after the E-learning media sharing devices.
for vocational students in class X
Multimedia. The experiment class has E-Learning media with Moodle
a higher average learning motivation, Platform
which is equal to 81.39 compared to E-learning systems have been
the control class which has an average proposed to meet educational goals
of 75.22. The significance value of and to achieve better learning
learning motivation is Sig. 0,000 < achievement. This system can be
0.05. This means that there are divided into two categories according
significant differences in the data on to the level of personal service
learning motivation between the offered. More specifically, there are
control group and the experiment systems that completely ignore
group. individual student characteristics,
such as motivation, level of

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knowledge, goals and learning styles, through the web (Karagiannis and
and provide the same set of resources Satratzemi, 2017).
for all students. On the other hand, In this study, E-learning media to
some consider these differences and improve achievement and student
try to adjust educational resources to learning motivation used by the type
improve the learning process of LMS is Moodle. Moodle (modular
(Karagiannis and Satratzemi, 2017; object-oriented dynamic learning
Katsigiannakis and Karagiannidis, environment) is a free E-learning
2017). software platform, which was
In the first category, Learning originally developed to enable
Management Systems (LMS) play a educators to create online courses to
dominant role. This method offers a encourage interaction and
variety of tools to support teachers in collaborative construction of learning
creating, managing and managing content. This provides several
online courses. WebCT, Blackboard, opportunities for teachers to change
and Moodle are some of the most from being a 'source of knowledge' to
popular LMS. Although this system being a facilitator and role model in
has many advantages, they have one the process of gaining knowledge and
major disadvantage, namely that skills (Amandu et al., 2013).
educational resources are the same for The change in the paradigm in 21st
all students (Karagiannis and century education that is oriented
Satratzemi, 2017). towards the sophistication of ICT in
On the other hand, when trying to the present requires the existence of
provide a tool for personalized innovations carried out in all fields
learning, researchers have proposed (Coll and Coll, 2018), including
the Adaptive Educational education in vocational schools. The
Hypermedia System (AEHS). This innovations made are seen from a
system aims to provide students with variety of new research and
lessons that suit their individual application methods, media and
needs and characteristics. Although approaches to improve the quality of
adaptive education is a big advantage learning.
of the AEHS, this method also has Research on ICT-based learning
some serious limitations. One that has been carried out in vocational
example is not having integration, schools includes the development of
only supporting a number of E-learning media in learning system
improved educational functions operations (Tuna et al., 2018), use of

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android media-based teaching Based on a study of the results of
material (Hakim et al., 2019), use of research conducted and in line with
blended learning (Irawan et al., 2017; the study of relevant research results,
Sugiarti et al., 2018) and research on it can be concluded that the use of E-
attitudes, views in the use of E- learning can improve learning
learning in schools (Paechter et al., experience, motivation, efficiency and
2010; Sebnem, 2015; Zhang, 2010). student learning achievement
Not only in vocational schools, the (Popovici and Mironov, 2015).
use of E-learning media and blended
learning but also widely used in CONCLUSION
various levels and various subjects to The results obtained indicate that
improve student learning E-learning media with Moodle
achievement. Such as blended platform can significantly and
learning use in elementary schools effectively improve the students’
(Dey and Bandyopadhyay, 2019; achievement and motivation. In
Hwang et al., 2019), Junior high addition, E-learning media with
school (Grover et al., 2015; Longo, Moodle platform can also increase
2016; Sugiyanta and Sukardjo, 2018; students' active participation in
Wang, 2014, 2011), High school (Zain discussions. The results of this study
and Jumadi, 2018) and college (Ali et may be a reference source for teachers
al., 2011; Ho et al., 2016; Wai and and education practitioners in using
Seng, 2014). E-learning in vocational schools.
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