The Implementation of Multiple Representation-Based Fungi E-module on Students' Cognitive Learning Outcomes and Writing Communication Skills

Abstrak

Since the COVID-19 pandemic that hit Indonesia in 2020, the teaching and learning process has been carried out through the online method. Some of the obstacles to implementing online learning are that teachers cannot deliver the material directly, there is limited time for online learning, and the lack of teaching materials that can be used to accompany students' independent learning from home. E-modules are complete teaching materials with electronic formats that are prepared with the aim of assisting students' independent learning. Meanwhile, multiple representations are an approach to conveying material concepts in various forms of representation to help students understand the material presented. This study aims to examine the effectiveness of the application of multiple representation-based fungi e-module in improving students' cognitive learning outcomes and writing communication skills. The research was conducted at SMA Negeri 1 Tayu in the odd semester of the 2021-2022 academic year. The method in this study is a quasi-experimental method with a nonequivalent control group pretest-posttest design. The research sample was obtained by purposive sampling technique, namely class XI MIPA 3 as the experimental class and class XI MIPA 4 as the control class. The research data were obtained from pretest, posttest, investigation reports, and student self-reflection questionnaires. The results showed that there was an increase in cognitive learning outcomes with the acquisition of an average N-gain score of 0.56 (56.08%) in the medium category in the experimental class and 0.34 (34.50%) in the control class with the medium category. In the students' written communication skills which were analyzed by the Mann-Whitney test, the results of the Asymp score were obtained. Sig. (2-tailed) <0.05, i.e. 0.026, which means that there is a significant difference between the written communication skills of the experimental class students and the control class. Student self-reflection questionnaire used as supporting data showed that there were differences in the percentage results in several statements, especially on data presentation indicators. Based on the results of this study, it can be concluded that the application of the multiple representation-based fungi e-module is effective for improving cognitive learning outcomes and there are differences in students' writing communication skills.