EFFECTIVENESS OF USING THE SAINSLEARN WEBSITE IN IMPROVING JUNIOR HIGH SCHOOL STUDENTS’ LEARNING OUTCOMES ON THE TOPIC OF FORCE AND MOTION
DOI:
https://doi.org/10.31851/Keywords:
website SainsLearn, learning outcomes, force and motionAbstract
This study aims to determine the effectiveness of the use of the SainsLearn website in improving the learning outcomes of junior high school students on the topic of force and motion. The research used a quasi experiment method with a Nonequivalent Control Group Design. The research sample amounted to 45 students, consisting of 23 students in grade VII H as an experimental class who learned using the SainsLearn website and 22 students in grade VII F as a control class who learned using printed books. Treatment was given during three meetings. The research instruments included cognitive learning outcome tests in the form of 20 multiple-choice questions, affective learning outcome questionnaires, psychomotor learning outcome questionnaires, and student response questionnaires. Data analysis was conducted using the Shapiro–Wilk normality test, homogeneity test, Independent Samples t-test, N-Gain test, and SPSS-assisted effect size. The results showed that there was a significant difference in learning outcomes between the experimental class and the control class with a value of Sig. = 0.000 (< 0.05). The mean increase in cognitive learning outcomes based on N-Gain in the experimental class was 0.714 (71.4%) in the high category, while in the control class it was 0.415 (41.5%) in the medium category. The results of the effect size test of 2,471 are in the very large category, thus showing that the use of the SainsLearn website is very effective in improving student learning outcomes on the topic of force and motion. In addition, students' responses to the use of the SainsLearn website are in the very good category.
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