The Effect of E-learning Based Schoology on the Learning Outcomes and Problem Solving Skills in Chemistry

DOI

10.2991/iccite-18.2018.64How to use a DOI?

Keywords

Cognitive Learning Achievement; Problem Solving Skill; Schoology; Solubility and Constant Solubility Product.

Abstract

This study aims to determine the differences of cognitive learning outcome and problem solving skills between classes taught by using problem solving learning model through Schoology and problem solving Polya model in solubility and Constant Solubility Product material. This quasi-experimental research employed the non-equivalent control group design and was conducted at class XI-MIPA of SMAN 8 Banjarmasin. This research used a purposive sampling technique. The data were collected by using test and non-test instrument. They were analyzed using a t-test, Wilcoxon signed rank test and descriptive analysis. The result of this study showed that there are differences in cognitive learning and problem solving skills significantly between students who learned by using problem-solving learning model through Schoology and problem solving Polya model. The cognitive learning achievement of students who learned by using problem solving learning model through schoology was better than those who learned by using problem solving Polya model.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Syahmani
AU  - Rilia Iriani
AU  - Nur Aisyah
PY  - 2018/12
DA  - 2018/12
TI  - The Effect of E-learning Based Schoology on the Learning Outcomes and Problem Solving Skills in Chemistry
BT  - Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018)
PB  - Atlantis Press
SP  - 301
EP  - 307
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccite-18.2018.64
DO  - 10.2991/iccite-18.2018.64
ID  - 2018/12
ER  -