The Relevance of E-Module Based on Problem Based Learning in the Era of the Industrial Revolution 4.0

DOI

10.2991/aebmr.k.210220.007How to use a DOI?

Keywords

e-module, problem-based learning, learning outcomes

Abstract

This study aims to test the socio-cognitive theory by implementing e-module economic learning based on problem-based learning to improve student learning outcomes. The design used in this study was a quasi-experimental design with a pretest - posttest control group design model. In this study, collecting data with documentation, observation, and tests were then analyzed using an independent sample T-test. The results showed that the application of the e-module affected student learning outcomes. The significant increase in student learning outcomes in the experimental class is shown using e-module economic learning based on problem-based learning and statistical testing. These findings confirm that problem-based learning through the e-module can improve student learning behavior with the learning model’s syntax. Therefore, it is necessary to apply e-modules to be used in the learning process following technological development in the industrial era 4.0.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Devi Cahyaningrum
AU  - Ahmad Jaenudin
PY  - 2021
DA  - 2021/02/22
TI  - The Relevance of E-Module Based on Problem Based Learning in the Era of the Industrial Revolution 4.0
BT  - Proceedings of the International Conference on Strategic Issues of Economics, Business and, Education (ICoSIEBE 2020)
PB  - Atlantis Press
SP  - 34
EP  - 39
SN  - 2352-5428
UR  - https://doi.org/10.2991/aebmr.k.210220.007
DO  - 10.2991/aebmr.k.210220.007
ID  - Cahyaningrum2021
ER  -