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The Contribution of App Inventor 2-Based Teaching Materials to Economic Learning Independence and Outcomes through Self-Efficacy

Dinamika Pendidikan · Vol. 20 No. 2 (2025) · hlm. 162–170

DOI
10.15294/dp.v20i2.30724
ISSN
2502-5074, 1907-3720
Terbit
2025-12-15
Penerbit
Economics Education Department Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study examines the contribution of App Inventor 2-based economics teaching materials to student learning independence and learning outcomes, mediated by self-efficacy. Employing a quantitative explanatory approach with causality design and path analysis, the research involved 32 tenth-grade students from SMK-IP YADARO Moyot selected through simple random sampling. Data collected via tests and questionnaires were analyzed using AMOS version 23. The measurement model demonstrated good fit with CFI and GFI values of 1.00, a significant chi-square value, and an acceptable RMSEA of 0.062, supported by other fit indicators. The absence of multicollinearity confirmed the independent contributions of each variable. App Inventor 2-based teaching materials showed significant direct effects on both self-efficacy and learning independence. Furthermore, both self-efficacy and learning independence significantly influenced students’ economics learning outcomes. Path analysis revealed an important indirect effect, where teaching materials impacted learning outcomes through mediation by self-efficacy. These findings highlight the crucial integration of learning technology and psychological factors in enhancing educational quality, suggesting that technology-based materials contribute not only directly but also through strengthening students’ belief in their capabilities, ultimately improving learning outcomes in economics education. The research highlights the importance of integrating technological innovation with psychological support in developing effective learning environments.

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  • Universitas Hamzanwadi
  • Ministry of Education and Culture
  • Indonesia Open University
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Rekan penulisOrganisasiArtikel bersama
Romi SiswantoMinistry of Education and Culture1
Achmad Anwar AbidinIndonesia Open University1
Kadarisman KadarismanAfiliasi tidak diketahui1
Fitra JayaAfiliasi tidak diketahui1
Sucipto SuciptoAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/DP/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Contribution of App Inventor 2-Based Teaching Materials to Economic Learning Independence and Outcomes through Self-Efficacy</dc:title>
	<dc:creator xml:lang="en">Rizkiwati, Baiq Yuliana </dc:creator>
	<dc:creator xml:lang="en">Majdi, Muhammad Zainul </dc:creator>
	<dc:creator xml:lang="en">Yati, Yati</dc:creator>
	<dc:subject xml:lang="en">App Inventor 2, Self-Efficacy, Learning Independence, Learning Outcomes</dc:subject>
	<dc:description xml:lang="en">This study examines the contribution of App Inventor 2-based economics teaching materials to student learning independence and learning outcomes, mediated by self-efficacy. Employing a quantitative explanatory approach with causality design and path analysis, the research involved 32 tenth-grade students from SMK-IP YADARO Moyot selected through simple random sampling. Data collected via tests and questionnaires were analyzed using AMOS version 23. The measurement model demonstrated good fit with CFI and GFI values of 1.00, a significant chi-square value, and an acceptable RMSEA of 0.062, supported by other fit indicators. The absence of multicollinearity confirmed the independent contributions of each variable. App Inventor 2-based teaching materials showed significant direct effects on both self-efficacy and learning independence. Furthermore, both self-efficacy and learning independence significantly influenced students’ economics learning outcomes. Path analysis revealed an important indirect effect, where teaching materials impacted learning outcomes through mediation by self-efficacy. These findings highlight the crucial integration of learning technology and psychological factors in enhancing educational quality, suggesting that technology-based materials contribute not only directly but also through strengthening students’ belief in their capabilities, ultimately improving learning outcomes in economics education. The research highlights the importance of integrating technological innovation with psychological support in developing effective learning environments.</dc:description>
	<dc:publisher xml:lang="en">Economics Education Department Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/DP/article/view/30724</dc:identifier>
	<dc:identifier>10.15294/dp.v20i2.30724</dc:identifier>
	<dc:source xml:lang="en">Dinamika Pendidikan; Vol. 20 No. 2 (2025); 162-170</dc:source>
	<dc:source>2502-5074</dc:source>
	<dc:source>1907-3720</dc:source>
	<dc:source>10.15294/dp.v20i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/DP/article/view/30724/7605</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Dinamika Pendidikan</dc:rights>
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