IMPLEMENTING THE MICROBLOGGING PLATFORM TO

IMPROVE LEARNING OUTCOMES AND ACTIVITIES IN APPLIED

MATHEMATICS D3 CIVIL ENGINEERING AND BUILDINGS,
STATE UNIVERSITY OF MALANG
             
Achmad Yustofi
Undergraduate Program, Faculty of Engineering, State University of Malang
achmadyustofi@gmail.com
 
 
ABSTRACT

The development and advancement of information technology is growing rapidly. Likewise, the world of
education is also experiencing rapid development, accompanied by the increasing number of innovations to
take advantage of various technologies. Therefore, we need innovative learning methods that are able to keep
up with these advances, one of which is by utilizing Edmodo microblogging platform. With the
microblogging platform, students are required to be active in lecture activities both offline and online. State
University of Malang is one of the many public universities that are accustomed to internet-based learning
but have not used a microblogging platform such as Edmodo. With regard to the Applied Mathematics
course, because this lesson is applicable, it makes student learning motivation low when taught only by
conventional methods. Learning outcomes in the Applied Mathematics class are still relatively low, the
average test score is still below the target, namely in the odd semester of 2017 of 70.58 and in 2018 of 69.50.
This study aims to improve student learning outcomes and activities in the Applied Mathematics course of
the Civil Engineering and Building Engineering Study Program, State University of Malang through the
microblogging platform. This type of research is classroom action research. This research was conducted
using 2 cycles consisting of planning, giving action, observation and reflection. The results showed that the
increase in learning activities from the initial conditions from 44% to 61% in cycle 1 and increased to 81% in
cycle 2. The increase in learning outcomes can also be seen from the student average score, namely 67.27 in
the initial condition, it increased to 71.81 in cycle 1 and 82.72 in cycle 2.

Keyword : learning activities, edmodo, learning outcomes, technology

1. INTRODUCTION impossible to cater for differences in abilities,

The development and advancement of
technology is growing rapidly. Along with the
development of information technology, data
storage and transmission are getting cheaper
and of better quality. So that every individual,
institution and government who follows this
development will feel the benefits.
Most of the lecturers still use the lecture
method (conventional) in the process of
lecturing activities at the Department of Civil
Engineering, State University of Malang.
According to Sanjaya (2017: 189) there are
three weaknesses of the direct teaching model,
namely only for good listening and listening
skills, it cannot serve differences in student
abilities, only emphasizes one- way
communication. The first thing means that the
direct teaching model can only run well if
students have good listening and listening
skills. The second thing means that it is
differences in knowledge, interests, talents and
differences in learning styles. The third thing
means that direct teaching model
communication occurs more in one way (one-
way communication), so the opportunity to
control student understanding of learning
material is very limited. in addition, one-way
communication can result in the knowledge
possessed by students being limited to what is
given.
In connection with the Applied
Mathematics course, because this learning is
applicable, students' learning motivation
becomes low if only with conventional
methods. Students of this course have difficulty
learning and the material coverage is quite a lot
so that the assumptions are assumptions which
result in decreased motivation and enthusiasm
for learning in this course. This has an impact
on student learning outcomes, where based on

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the results of interviews with lecturers who
teach applied mathematics courses it is stated
that the learning process and learning outcomes
are not in accordance with expectations. Based
on preliminary observations in the Applied
Mathematics class, learning outcomes in the
Applied Mathematics class are also still low,
namely the average test score is still below the
target, namely in the odd semester of 2017 of
70.58 and in 2018 of 69.50. As is the case in
the world of education which is also
experiencing a fairly rapid development,
accompanied by many innovations that utilize
various technologies.
If this continues, it is possible that
student learning achievement will decline so
that it will also have an impact on decreasing
the quality of education. Therefore, an effort is
needed to improve student learning
achievement by utilizing technological
developments as an alternative to support the
learning method.
2. METHODS
The research used is action research.
This study aims to find data, facts, descriptions
or circumstances regarding the application of
the microblogging platform in the learning of
Applied Mathematics courses in the Civil
Engineering and Building Engineering D3
Study Program, State University of Malang. In
general, classroom action research has a design
with four main steps, namely the action plan,
the implementation of the observation /
evaluation and reflection.
The design of PTK is a process of
continuous improvement of an action that still
contains weaknesses as the result of reflection
towards a more perfect direction. This study
consisted of two cycles, at the end of each
cycle an evaluation of learning outcomes was
carried out. Each cycle lasts 2 meetings,
namely 1 face to face for the learning process
and 1 time the test which is carried out
according to the changes to be achieved.
2.1. Planning
The activities carried out in this planning
stage are as follows:
a) The results of preliminary observations at
the State University of Malang,
especially in the Applied Mathematics
course, have never taught using a
microblogging platform such as Edmodo,
so the learning outcomes are not optimal.
These findings are material for reflection
to carry out cycle 1 by making a cycle 1
action plan.
b) Preparing a lecture implementation plan.
c) Designing questions that will be used.
d) Creating a table of specifications and grid
questions for the preparation of
evaluation tests.
e) Develop an instrument in the form of a
learning outcome test consisting of
questions.
2.2. Action
Cycle 1 was held for 2 meetings. Meetings
1 and 2 were held for the lecture process and
then the application of the edmodo
microblogging platform. At the end of this
material, students are given an assignment
regarding the material that has been taught or a
task that is related to the assignment that has
been given in the previous meeting.
This task is then done by students outside
of class hours. The assignments given are first
explained / given clear instructions, so that
students who are not yet able to understand the
task try to complete them. The place and length
of time for completion have been arranged
through an assignment system on edmodo. The
steps for implementing the action for each
material in cycle 1 are as follows:
a) An explanation of the learning objectives
to be achieved in the sub material being
taught.
b) Explanation of the material using the
lecture and discussion method.
2.3. Observation
The researcher is assisted by one person
who acts as an observer, filling out the
observation sheet which contains notes on
student activity from the first meeting to the
end of the meeting which includes; There are
students, the activeness of students in
answering questions, answering questions,
asking questions, and forgetting answers from
other students; the seriousness of students in
following lessons, the ability of students to
answer questions correctly, and student
behavior that is not relevant to lecture
activities.
is carried out after the lecture process and
observation cycle 1, which is an evaluation of
the learning process carried out by researchers
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and students. The data from this evaluation is where the results of observations of
used to prepare reflections in preparation for learning activities in cycles 1 and 2 show
cycle 2 action planning. an increase of 61% and 81%. The data were
collected through an observation
2.4. Reflection
assessment instrument that had been
According to Susilo (2007: 23), reflection
on classroom action research is carried out in
prepared.
an effort to examine what has happened, what
Table 2.  Learning activities
has been produced or what has not been
Before Cycle Cycle
completed in the previous step. Reflection on No Activities Action 1 2
the implementation of this action the researcher 1 Pay attention 53% 60% 87%
also involved students through interviews as a 2 Discussion 40% 73% 87%
basis for subsequent actions. In cycle 1, it is 3 Ask a question 47% 60% 73%
expected to achieve significant success so that 4 respond 33% 53% 80%
Solve the
in the next cycle it is only necessary to stabilize 5 47% 60% 80%
problem
and perfect it.
The results obtained from observational
Based on the data that has been
observations were collected and analyzed. The
results obtained by researchers can be used as obtained from the observation process, it
material for reflection on whether the actions can be concluded that student learning
taken have improved students' ability to solve activity shows an increase from the score in
problems. The analysis results obtained in this the initial conditions before the action. The
stage will be used as a reference for carrying score in the initial conditions was 44%, to
out cycle 2 so that what is achieved in the next 81% in cycle 2.
cycle is in accordance with what is expected The increase in student activity from
and should be better than the previous cycle initial conditions to cycle 2 was also seen
(cycle 1). when students listened to the researchers'
explanations, were able to take advantage
3. RESULTS AND DISCUSSION of edmodo features, collected on time
After the learning action was carried out in
within the specified limits, and were more
cycle 1 and cycle 2 by the researcher, students
carried out a test for evaluation. During the confident in doing. Assigned job. This
learning process the learning outcomes can be proves that students have a great interest in
seen in table 1. The data shows an increase in learning, especially in Applied
student learning outcomes from cycle 1 to cycle Mathematics courses using a
2 during the learning process. microblogging platform.

Table 1. Learning outcomes 4. CONCLUSION

Description Average The increase in student activity can be
Initial Condition 67, 27
seen in the behavior of most students who
have a great interest in learning, especially
Cycle 1 71,81
in Mathematics using the microblogging
Cycle 2 82,72 platform.
Based on the discussion, it can be
Based on the data that has been concluded that the application of the
obtained from the evaluation process, it can microblogging platform can improve
be concluded that there has been an student learning outcomes in the Applied
increase from the initial condition of the Mathematics course Civil Engineering and
average value of 66.7 to 71.81 in cycle 1 Building Engineering Study Program, State
and 82.72 in cycle 2. University of Malang. The learning
Data about student activities during the outcomes in cycle 1 and cycle 2 also
learning process can be seen in table 2. showed an increase from before.

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