The Effects of Science-On-Web Learning Media on Junior High School Students’ Learning Independency Levels and Learning Outcomes

Jaslin IKHSAN1 , Muhammad AKHYAR2, Miarti Khikmatun NAIS3

1 Ph.D., Department of Chemistry Education, Faculty of Mathematics and Sciences, Universitas Negeri Yogyakarta, Colombo Street No.1, Karangmalang, Yogyakarta 55281, INDONESIA
2 M.Pd., SMP Negeri 16 Tanjungpinang, Kota Tanjung Pinang, Kepulauan Riau 29125, INDONESIA
3 M.Pd., Department of Chemistry Education, Universitas Negeri Yogyakarta, Colombo Street No.1, Karangmalang, Yogyakarta 55281, INDONESIA

Received: 21.08.2017 Revised: 20.06.2018 Accepted: 25.11.2018

The original language of article is English (v.16, n.2, June 2019, pp. 231-239, doi: 10.12973/tused.10277a)

Reference: Ikhsan, J., Akhyar, M. & Nais, M.K. (2019). The Effects of Science-On-Web Learning Media on Junior High School Students’ Learning Independency Levels and Learning Outcomes. Journal of Turkish Science Education, 16(2), 231-239.

ABSTRACT

This research aimed to examine the effects of science-on-web learning media on grade 8 students’ learning independency levels and learning outcomes of ‘excretion system’ topic. Through a quasi-experimental research method within non-equivalent control group design, 70 grade 8 students drawn from Tanjungpinang, Indonesia participated in the study. Pretest and posttest were carried out before and after the teaching intervention. Two intact groups were assigned as the experimental and control classes (35 by 35). The experimental class was exposed to the science-on-web learning media, while the control one was instructed through the electronic module. Data were collected through a learning independency observation sheet and a learning outcomes test. This research showed that the experimental class significantly performed better at learning independency levels and learning outcomes than the control one.

Keywords: Learning independency, learning media, learning outcomes, science-on-web.