Analysis of Student Response to the Use of Biochemistry e-Module on Carbohydrate Materials in Enhanching Learning Independence

Authors

  • Titin Mairisiska Institute Agama Islam Negeri Kerinci, Indonesia
  • Ramadani Ramadani Institute Agama Islam Negeri Kerinci, Indonesia
  • Nosi Qadariah Institute Agama Islam Negeri Kerinci, Indonesia

DOI:

https://doi.org/10.33394/hjkk.v13i1.13929

Keywords:

E-module, biochemistry, learning independence, interactivity.

Abstract

This study aims to analyze student responses to the use of a biochemistry e-module on carbohydrate material and its impact on learning independence. This quantitative descriptive research involved 40 students from the Biology and Chemistry study programs who had used the e-module. Data were collected through a questionnaire covering five indicators: ease of use, effectiveness of material delivery, level of interactivity, learning independence, and general response. The results showed that for the ease of use indicator, the carbohydrate e-module received an average response of "very good" with an average percentage of 83%. The effectiveness of material delivery scored 82.75%, while the level of interactivity reached 85.7%. However, the learning independence indicator had a lower average score (78.7%), indicating the need to strengthen self-learning motivation and encourage further exploration of additional information. The study concludes that the biochemistry e-module on carbohydrate material is effective in enhancing students' understanding but requires some improvements, such as adding a glossary feature and interactive elements to optimally support learning independence. The integration of technology in learning is expected to continue developing to improve the effectiveness of science-based education.

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Published

2025-02-28

How to Cite

Mairisiska, T., Ramadani, R., & Qadariah, N. (2025). Analysis of Student Response to the Use of Biochemistry e-Module on Carbohydrate Materials in Enhanching Learning Independence. Hydrogen: Jurnal Kependidikan Kimia, 13(1), 162–173. https://doi.org/10.33394/hjkk.v13i1.13929

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Vol. 13 No. 1 (2025): February 2025

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