Abstract
E-learning is electronic learning and teaching and learning process that is carried out online. This study aims to see the effectiveness of E-Learning through lesson study on Building Materials Science subjects. This research uses a descriptive quantitative method. This study involved 40 students in semester 1 of Class A in Science and Building Materials. Data are obtained by polling and questionnaires by providing answers to questions. Polling data were analyzed using the Rasch model, and the data questionnaire was analyzed using the Linkert scale model. The results showed that the application of e-learning through lesson study could increase the effectiveness of learning process with a value of 84.5%, which is quite useful. The effectiveness of learning process is based on considerations of quality, level of suitability, and time required. Learning materials increase students' readiness to learn to teach before learning in class. Students who are motivated to do assignments and understand eLearning learning materials can complete the learning process according to the specified time.
Highlights
Learning effectiveness is an increase that can be achieved in learning
This study aims to see the significance of E-Learning through lesson study on Building Materials Science subjects
E-Learning through lesson study can be seen from the lesson study process in learning and the quality of e-learning
Summary
Learning effectiveness is an increase that can be achieved in learning. Learning effectiveness can identify and increase students' potential in solving problems [1]. As part of the learning analysis applied in primary education, can achieve learning objectives [2]. Learning with digital knowledge can improve the learning environment [3]. The development of science and technology affects various areas of life. Science and technology require education to follow the flow, not be left behind, and observe students' learning styles digitally. Educators must understand the digital world and design digital-based learning methods. Visual learning styles perform better than tests of verbal comprehension [4]
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