VOlUME 06 ISSUE 02 FEBRUARY 2023
1Fida Lafatus Saniah,2Nurul Umamah,3Sumardi
1,2,3 Department of History Education, Faculty of Teacher Training and Education, University of Jember, Indonesia
ORCID ID : 0000-0002-3589-5014
DOI : https://doi.org/10.47191/ijsshr/v6-i2-16Google Scholar Download Pdf
ABSTRACT
This study aims to determine the results of expert validation and the level of effectiveness of learning history using Canva-based adaptive electronic modules with the application of the ASSURE model in collaboration with learning technology. This research is classified as research and development, in which pre-test and post-test were carried out to 36 students of the tenth grade to be able to find out the level of effectiveness of the product being developed. Data analysis techniques used involved paired statistics, paired correlation, paired sample t-test and normality test. Based on the T-test in the small group test, it is known that the t test value was 25.31 (df = 8) and the t test value in the large group was 58.14 (df = 35) with a significance value of 0.00. The significance value was smaller than the 5% confidence level threshold value (0.00 <0.05) so it can be concluded that there was a significant difference between the pre-test and post-test in the small and large group tests. Based on the results of learning using Canva-based adaptive e-modules, it can be used as a learning resource for students. This is evidenced by an increase in learning outcomes in small groups with an effectiveness value of 0.98 with high effectiveness qualifications and the results of large group trials with an effectiveness value of 0.97 with high effectiveness qualifications. Based on these results, it can be concluded that there is an increase in student learning outcomes after using Canva-based adaptive e-modules as a source of learning.
KEYWORDS:Electronic Modules, Adaptive Learning, Intructional Technology, Learning History
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