Active Learning and E-Learning as Strategy Integration to Improve

Motivated Strategies for Learning and Student Engagement

Nur Pratiwi Noviati, Nur Widiasmara, Thobagus Mohammad Nu’man

Department of Psychology, Faculty of Psychology and Socio-Cultural Sciences, Islamic University of Indonesia,

Yogyakarta, Indonesia

Keywords: Active Learning, E-Learning, Motivated Strategies for Learning, Student Engagement

Abstract: This study aims to test empirically whether the integration strategies of active learning and e-learning can be

used to improve motivated strategies for learning and student engagement. The research method used is quasi

experiment. The respondents of this study consist of both male and female students who are still active in one

of the faculties of private universities in Yogyakarta. The numbers of respondents involved were 96 students

(55 experimental group and 41 control group). The measuring tools used are motivated strategies for learning

scale and student engagement scale. Data analysis method used is statistical method with the help of program

facility of SPSS for windows. The results of the data analysis showed that there were significant differences

between the pre-test and post-test scores obtained, but no significant differences between the experimental

group and the control group. However, it can be said that the integration of active learning strategies and

electronic-based learning (e-learning) can be used to improve motivated strategies for learning and student

engagement. Further explanation will be discussed in the following article.

1 INTRODUCTION

Today we have entered the digital age, where all

forms of information can be accessed and obtained

easily by anyone. Similarly, in the world of education

has experienced a paradigm shift, from the

conventional become more modern to be able to

achieve quality education and produce excellent

human resources. This is stated in UU No.20 of 2003

on the national education system, which conveys that

education is a conscious and planned effort to create

an atmosphere of learning and learning process so

that learners can actively develop their potential to

have spiritual, religious, personality, moral

intelligence and skills needed by himself, society,

nation and state.

The quality of a good education can be seen from

the learning process undertaken and learning

achievements obtained by learners. Excelled learners

are students who can graduate well and able to

compete not only locally but also international scope

in Southeast Asia. It is necessary to get attention, in

order to answer the challenge of the determination of

expert competency standards and uniform permit of

experts related to the readiness of ASEAN member

countries in welcoming the Asean Economic

Community in 2015. Therefore, to be able to get

superior human resources is an important thing to

note; in this case is achieving student.

There are many factors that can affect the learning

achievement of the learners themselves, including

teaching staff, teaching methods, facilities that

support the learning process and personal input

learners themselves. To be able to improve the

achievement it is necessary motivation in the

determination of learning strategies and behaviours

that show the student engagement in teaching and

learning process. Because motivated strategies for

learning and student engagement in a positive

potential for improving student success.

In general, motivation is based on a variety of

theoretical frameworks. In the learning process,

motivation is also associated with the internal drive

of students to be able to succeed in academic tasks,

and it is often referred to as achievement motivation.

While in this study achievement motivation focuses

on explaining why a student chooses, issues business,

and how to survive in learning tasks (Nicholls, 1984;

Dweck, 1999). The development of learning

motivation, while improving learning and academic

performance of students not only considers the

components of cognitive learning alone but also

Novianti, N., Widiasmara, N. and Mohammad Nu’man, T.

Active Learning and E-Learning as Strategy Integration to Improve Motivated Strategies for Learning and Student Engagement.

DOI: 10.5220/0008407400330040

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 33-40

ISBN: 978-989-758-391-9

motivationally. (Pintrich and De Groot, 1990) states

that the knowledge and regulation of cognitive and

metacognitive strategies can be attributed to students

who are motivated and interested in academic

activities. In addition, some other researchers (Paris,

Lipson and Wixson, 1983; Pintrich and De Groot,

1990; Zimmerman, 2008) also consider it necessary

to integrate both aspects of learning in developing a

model suitable for the process, as students need have

the will and skills to gain academic success, and

optimal results.

This concept seeks to explain how students differ

from each other, whether in self-study or how to

evaluate the effects of various aspects of cognitive

and motivational teaching on them (Duncan and

McKeachie, 2005). The basic assumption is that

motivation and learning strategies are not typical of

students but their motivations are dynamic and

limited by context and that learning strategies can be

learned and under the control of the students. That is,

students' motivation varies among education (eg,

more interest and value in freely chosen education

and not on the required education) and their learning

strategies may vary depending on the nature of the

academic task (Duncan and McKeachie, 2005). So it

can be concluded that the motivation of learning

strategies referred to in this study is the orientation of

motivation and the use of learning strategies applied

by students in following the learning process.

On the other hand, student engagement is a

willingness to participate in school routine activities

with cognitive, behavioural, and affective indicators

in performing specific learning tasks (Chapman,

2003). Then (Fredrick, Blumenfeld and Paris, 2004)

further elaborates student engagement through three

dimensions: behavioural engagement, emotional

engagement (e.g. attraction, joy, sense of belonging)

and cognitive engagement (e.g. student effort to

complete the task and strategy used in learning). This

has a positive impact on students' self-development

both short and long term as individuals. The change

of learning paradigm toward student entered learning

is expected to encourage students to be actively

involved in building their knowledge, attitude and

behaviour. In this learning process, students get the

opportunity and facilitated to build their own

knowledge so as to gain a deep understanding which

will ultimately improve the quality of students

(Harden and Crosby, 2000).

Therefore, there needs to be a strategy to

strengthen motivation in the determination of

learning strategies and behaviours that indicate the

involvement of students in the learning process.

Active learning model is considered able to answer

that need. Active learning is a learning technique that

emphasizes the active use of the brain to find the main

idea of matter, solve problems or apply what is newly

learned into a real-life problem (Meyers and Jones,

T., 1993). Active learning is a method that puts the

student as a learning subject and has the potential to

improve creativity or be more active in every learning

activity, both inside and outside the classroom. In this

method students are directed to active learning by

touching, feeling, and looking directly and

experiencing themselves so that learning is more

meaningful and quickly understood by students.

(Meyers and Jones, T., 1993) state that structure used

in active learning method, among others are: (1)

Elements, consisting of lectures and listening

accompanied by an interactive process, writing,

reading and reflecting on the experience gained, (2)

Learning strategy, divided into small groups,

activities that focus on cooperation, case studies,

simulation, discussion, problem solving and journal

reflection, and (3) Learning resources, consisting of

reading material (reading), work tasks, learning

process through technology, etc. The method used in

this learning process may vary, but even if varied, the

purpose of this learning method still refers to the ease

of the students in understanding the lessons even they

will greatly enjoy the lessons to be provided.

In addition to responding to challenges in the

digital era then also need to involve an internet-based

learning process. In this case, implementing internet-

based learning (e-learning) is not just putting teaching

material on the web, but also preparing learning

scenarios that invite active and constructive learners'

involvement in their learning process. It can be said

that e-learning is a learning process that uses internet

technology to send a series of solutions and

information that can improve knowledge and skills

(Rosenberg, 2001). Differences in traditional learning

with e-learning are students can be independent at a

certain time and responsible for the learning process;

the atmosphere will force students to play a more

active role. (Cisco, 2001) state that e-learning is the

delivery of information, communication, and

education online, as well as through the media a set

of tools that support. There are three things that

become a requirement in designing e-learning is

simple, personal, and fast (Purbo, 2002). A simple

system will allow learners to take advantage of

existing technologies and menus. The personal

requirement means that the teacher can interact well

as a teacher communicates with the student in front of

the class. A more personal approach and interaction

will enable learners to be advocated for their progress,

as well as assisted by all the problems they face. Then

ICLI 2018 - 2nd International Conference on Learning Innovation

the service is supported by the speed, quick response

to complaints and the needs of other learners. So that

the improvement of learning can be done as quickly

as possible by the teacher or manager.

Therefore, it can be said that the method of active

learning and e-learning can support the learning

process of students. Through these two learning

techniques students will be actively involved in every

learning process, they will be directed by seeing,

feeling and doing directly so that learning is more

meaningful and quickly understood by the students. It

will help students to find effective strategies to learn

and be actively involved in the learning process. So

that students will be able to improve the quality of

learning, both at the level of conceptual knowledge,

as well as at the procedural level. Based on the

description above, the purpose of this research is to

answer the research question: can active learning and

e-learning as strategy integration improve the

motivated strategies for learning and student

engagement of the students.

2 METHOD

2.1 Participants

All participants in this study were active students

(students who had entered the second year of lectures

in four-year study period). Participants involved were

96 students (55 experimental groups and 41 control

groups), all of whom were involved continuously for

28 sessions in the classroom learning process. The

scale of the study was distributed online in the

experimental group, while in the control group was

distributed manually on paper scale.

2.2 Procedures

This study was a quasi-experimental study with a pre-

posttest control group design. This design aims to

examine the effect of treatment on the treated group

(experiment) and the untreated group (control)

through several criteria. Subject selection is done by

matching. Matching is an attempt to select

participants in experimental and control groups based

on the average of participants, such as gender,

religion, and so on (Shadish, Cook and Campbell,

2002). In this study subjects were selected based on

their participation in certain courses held in the

current semester, one class being an experimental

group and one class being a control group.

The experimental study was conducted to

examine the possibility of a causal relationship

between each variable by placing the experimental

group on several treatment conditions and comparing

its resultant effect with the untreated control group

(Azwar, 2009). In this study the measurement is done

before and after treatment is given. The treatment

given to the experimental group is the application of

active learning strategy and electronic-based

learning. The treatment materials and procedures

have been stacked in the module. The control group

is not given any treatment just following the usual

lecture procedure. This research is conducted with

several stages, namely:

2.2.1 Preparation

Researchers conduct a review of treatment needs to

address the problems that arise in the learning process

students. The next step is to develop a module of

active learning strategy and electronic-based

learning. The treatment module is arranged by

researchers based on active learning approach

(Silberman, 2002) and e-learning adapted to course

syllabus. Next set up a measuring tool used for pre-

posttest using goggle form facility, each class is

created a separate link.

2.2.2 Intervention Tools and Materials

Tools used include lecture modules along with

worksheets, video, klasiber (e-learning media).

klasiber developed by the university is one of the e-

learning software that can be used in the learning

process. klasiber uses the same features as goggle

classroom, so how to use it is just as easy as goggle

classroom. Google Classroom is a mixed learning

portico dedicated to every scope of education

intended to find a way out of the difficulty of creating,

sharing and classifying any paperless assignments.

The purpose of blended learning is a formal education

program that enables students to learn (at least in part)

through content and instructions delivered online

with independent control of time, place, sequence,

and speed of learning. While still attending physical

classrooms, face-to-face classroom methods are

combined with computer-based activities. Supporters

of mixed learning present two advantages of this

model, namely the opportunity for data collection and

adjustment of guidance and assessment.

The intervention module is arranged according to

the number of sessions in the lecture that is 28

sessions with duration of 100 minutes each session.

Each session is designed using online learning (i.e.

read material online, work on case studies online,

answer quizzes online, and discuss online using

klasiber), and also active learning method in the

Active Learning and E-Learning as Strategy Integration to Improve Motivated Strategies for Learning and Student Engagement

learning process (ie inquiring minds want to know,

group resume, rehearsal practice, active knowledge

sharing, learning start with a question, information

search, think pair and share, role play, and video

critic).

2.2.3 Implementation of Intervention and

Evaluation

The treatment was started by giving pre-test to the

experimental group and control group at the

beginning of the lecture meeting, then treatment was

given to the experimental group. While for the control

group is not given any treatment, just follow the usual

lectures. Then at the last session (28th session) were

given post-test both in experimental group and

control group.

2.3 Instruments

Motivated strategies for learning. Motivated

strategies for learning was measured using a

Motivated Strategies for Learning Questionnaire is a

modification of the measuring instrument developed

by (Pintrich and De Groot, 1990), which consisted of

81 item with Cranach’s alpha reliability of 0.968.

This scale consists of two parts namely the motivation

and learning strategy. The motivation section consists

of three components, namely the value component

that includes the intrinsic goal orientation scale, the

extrinsic goal orientation, and the value of the task;

hope components that include scales to control

learning trust and self-efficacy for learning and

performance; and affective components that include

scales for anxiety tests. The learning strategy part

includes two components: the components of

cognitive and metacognitive strategies that include

scales for exercise, elaboration, organization, critical

thinking, and metacognitive self-regulation; and

components of a resource management strategy that

encompasses the time scale and learning

environment, regulatory efforts, peer learning, and

aid seeking.

Student engagement. The measuring instrument

used is the student engagement scale. This scale is

adapted from the measuring instrument developed by

(Dixson, 2015), which consisted of 19 item with

Cranach’s alpha reliability of 0.848. There are four

aspects that are measured; among others are skills,

emotional, participation or interaction, and

performance.

3 RESULT AND DISCUSSION

3.1 Demographic Profile

An overview of the demographic data obtained from

the data shows the variation in the number of

respondents related to sex, the tools used in the

classroom process, the convenience of using e-

learning, and the constraints faced in using e-learning.

Based on sex data showed male participants in the

experimental group were as many as 14 (25.4%) and

in the control group as many as 14 (34.1%). While the

female participants in the experimental group as

many as 41 (74.6%) and the control group as many as

27 (65.9%).

Furthermore, based on existing data also obtained

information about electronic devices used by students

in the learning process in the classroom. Divided into

5 categories, i.e. students who only use smartphone

(experiment: 5 students, control: 6 students); only use

laptop (experiment: 2 students, control: 1 student);

using smartphones and laptops (experiments: 45

students, controls: 32 students); using laptop and

tablet (experiment: 1 student); and using

smartphones, laptops and tablets (experiments: 2

students, control 2 students). Besides, the information

obtained related respondents related to their

convenience in the application of e-learning process

in the lecture. In the following table 1 there is

information on each group (experiment and control)

during pre-test and post-test.

3.2 Descriptive Statistics

Furthermore, there is also information constraints

faced by participants in following the learning

process by using e-learning either in the experimental

group or control group. The data can be seen in figure

1. In the figure 1 shows the condition faced by the

respondent is A). Bad internet connection; B).

Uncomfortable learning to use laptop / tablet /

smartphone; C). Uncomfortable learning to use laptop

/ tablet / smartphone and bad internet connection; D).

ICLI 2018 - 2nd International Conference on Learning Innovation

Table 1: Participant description based on e-learning convenience on pre-test.

Informasi

Pre-test

Post-test

Experiment

Control

Experiment

Control

Comfortable

96.4

97.6

100

97.6

Uncomfortable

3.6

2.4

Total

100

Table 2: Description of research data.

Goup

Variabel

Mean

Pre-test

Post-test

Pre-test

Post-test

Experiment Group

Motivated Strategies for Learning

249.56

259.85

38.205

33.357

Student Engagement

65.93

68.65

9.289

9.182

Control Group

Motivated Strategies for Learning

256.76

264.20

32.155

27.299

Student Engagement

65.93

66.73

9.288

8.874

Figure 1: Implementation obstacle e-learning.

Not yet joined in klasiber; e). Lecturers lack e-

learning facilities; F). Not face to face with lecturers;

G). Lecturer late uploading material; H). There are no

obstacles. Based on the data, most of the respondents

in both experimental and control groups questioned

the bad internet connection. While in the control

group appears variations in the lecturer's obstacles are

considered to lack the e-learning facility and late

upload the material. In addition to each group there is

one respondent who still feel less comfortable not

face to face directly with the lecturer.

Based on the results of data analysis, it obtained

the norm description of the study data that contains

the basic functions of statistics, can show in Table 2.

Description of the research data in motivated

strategies for learning in experiment group and

student engagement.

3.3 The Role of Active Learning and E-

Learning as a Strategy in the

Learning Process

Hypothesis test is conducted to fulfil the purpose of

this research is to prove that the treatment of active

learning and e-learning can increase motivation of

learning strategy and student engagement. Based on

result of hypothesis test known that treatment can

increase motivated strategy for learning and student

engagement significantly in experiment group. In the

motivated strategies for learning variable can be seen

from the results of Mauchly's Test of Sphericity

which shows the significance level p = 0.000 (p

<0.05) which means that post-test score depends on

the pre-test score. So the value of F = 0.690 and the

significance level p = 0.000 (p <0.01) in the Test of

Within-Subject Effect indicates that there is a

Active Learning and E-Learning as Strategy Integration to Improve Motivated Strategies for Learning and Student Engagement

significant interaction between the learning strategy

motivation score obtained during the pre-test and

post-test. It can be concluded that there is a difference

between the pre-test and post-test conditions in the

experimental and control groups. While the scores

obtained by the experimental group and the control

group did not show any significant difference, it is

seen from the value of F = 0.955 and the significance

level p = 0.331 (p> 0.05).

While the student engagement data variable

shows that the result of Mauchly's Test of Sphericity

shows the significance level of p = 0.000 (p <0, 05)

which means post-test score depends on pre-test

score. So the value of F = 5.360 and the significance

level p = 0.023 (p <0.05) in the Test of Within-

Subject Effect shows that there is a significant

interaction between the student engagement score

obtained during the pre-test and post-test. It can be

concluded that there is a difference between the pre-

test and post-test conditions in the experimental and

control groups. While the scores obtained by the

experimental group and the control group did not

show any significant difference, it is seen from the

value of F = 0.308 and the significance level p = 0.580

(p> 0.05). In Figure 2 the following shows a graph of

changes in conditions occurring before and after

treatment.

This study provides an overview of how the

influence of integration of active learning strategies

and electronic-based learning to motivation of

learning strategies and student involvement. The

results showed that there was no difference between

the experimental group and the control group.

However, on the other hand, the integration of active

learning and electronic learning (e-learning)

strategies can improve the motivation of learning

strategies and student engagement. This is in line with

that proposed by (Appleton, Christenson and Furlong,

2008) which states that the concept associated with

student involvement is student motivation.

Motivation is a matter related to psychological

processes, while student involvement refers to the

extent to which students are actively involved in a

learning activity both in class and outside the

classroom. When students are involved in learning

they will learn, however the lecturer needs to involve

students actively in learning by strengthening it

through active learning (Center for Mental Health in

Schools at UCLA, 2012).

In the motivation of learning strategy variables,

there is no difference in condition between the control

group and the experimental group. However, on the

other hand, there was a change in the motivation of

learning strategies, between the conditions before and

after the integration of active learning and electronic

learning (e-learning) in both experimental and control

groups. This is in line with the opinion of (Taylor and

Parsons, 2011)which states that learning must be

challenging but also interesting. This is important

because appropriate teaching strategies can improve

student motivation. The task must be challenging,

interesting, positive, and supported by appropriate

lecturers and learning climate. Lecturers should talk

about the learning process and how to improve

learning, should discuss the content and processes.

In addition, the findings in this study are also in

line with the results of research conducted by (Allen

and Baughman, 2016) which showed that students

who were involved in classroom activities directly

demonstrated much better knowledge and skills

related to the material discussed in class, and were

more confident with their abilities and motivate them

to apply this knowledge in the future.

Figure 2: Graph of students’ condition before and after

intervention.

ICLI 2018 - 2nd International Conference on Learning Innovation

Research conducted by (Chuang, 2014) also

shows that learning is supported by the use of

technology, such as e-learning, making students more

active in class. In addition, students also gain more

knowledge, increase learning motivation, give greater

attention in the classroom, and ultimately can

stimulate interest in learning inside and outside the

classroom. The implication is that students are more

actively involved in classrooms and lecturers /

instructors will be more motivated to teach. This is

further strengthened by the results of (Harandi and

Safiyeh, 2015) research which highlights the

significant relationship between e-learning and

student motivation. Students are more likely to be

motivated when lecturers / instructors apply e-

learning. Correspondingly, (Kim and Frick, 2011)

stated that when students are more motivated to learn,

students are more likely to be involved; and if they

are involved and successful, students are more likely

to achieve learning goals. So in other words, this is an

important suggestion for lecturers / instructors to use

e-learning as a standard tool in instruction / teaching

for students.

In the student engagement variable there was no

difference between the control group and the

experimental group. On the other hand, there was a

change in student engagement, between the

conditions before and after the integration of active

learning and electronic learning (e-learning) in both

experimental and control groups. In the academic

field, research shows that active information

processing improves learning (Catrambone and

Yuasa, 2006). Active learning is important to master

facts and procedures. Active learning requires more

time in the application, but it is very helpful when

having to deal with many new tasks. These findings

are corroborated by (Mahatmya et al., 2012) studies

which conclude that students must actively

participate in achieving and engaging in lectures, on

the grounds that active interaction will encourage

students to grow. Based on several research results it

is known that by applying active learning methods in

the student learning process it can encourage active

student participation in the learning process so as to

get a better understanding of the material taught in the

classroom (Cavanagh et al., 2016). Furthermore,

based on research conducted by (Rodgers, 2008) it

was found that greater online learning interactions

were found to have a positive and significant impact

on student involvement and performance.

4 CONCLUSION

Based on the results of research and discussion, it can

be concluded that the treatment of active learning and

electronic learning (e-learning) can improve the

motivation of learning strategy and student

engagement in the students. However, there was no

difference between the experimental group and the

control group. The limitation of this research is the

provision of role play method which is always present

in each session not only in the experimental group but

also in the control group. This happens because the

presented lecture material is the practice of the

psychological testing instruments used the same and

the procedure must be explained related to

administration and scoring to every student who takes

the course. Therefore, in the next study is expected to

use a more varied test kits and differentiated how to

explain the test tool so that the control group is

maintained condition. In other words, the limitations

of this study are in the form of not being able to

strictly control the active learning method and e-

learning in the control group so for the researcher to

do further research it should be able to control the

situation faced by the control group and can do it in

the laboratory. Because if the real conditions of the

lecture will make morally uncomfortable.

Suggestions for the institution that is expected to

provide support in the form of facilities that can

improve the motivation of learning strategies and

students engagement in the learning process in

lectures by providing an adequate internet connection

and provide training for teachers related skills in

using e-learning facilities.

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