







































 
 

 
 
 

EDUCATIO : Journal Of Education 
Volume 8 , Number 1, May 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 z 

  

The Effect of Using E-modules in Mathematics Subjects on 

Increasing Concept Understanding and Critical Thinking  

 
 

Haziza, Rudy Sumiharsono, Eges Triwahyuni * 

Pascasarjana S2 Teknologi Pembelajaran, Universitas PGRI Argopuro Jember 

eges.triwahyuni@gmail.com .  

 

Accepted: 

Marc 8th 2023 

Reviewed: 

Apr 13th 2023 

Published: 

May 30th 2023 

 

Abstract: This study aims to determine the influence of the discovery learning model on learning 

activities and student learning outcomes. The problems studied in this study are: 1) Is there any 

effect of using E-modules on increasing conceptual understanding in students? 2) Is there any 

effect of using E-modules on improving Critical Thinking in students. 3) Is there any effect of 

using E-modules on improving conceptual understanding and critical thinking in students 

together? The design of this study was quantitatively causal. The data collection method uses 

questionnaires, tests, and documentation. Data analysis was carried out with validity and reliability 

tests, classical assumption tests in the form of normality tests, multicollinearity tests, 

autocorrelation tests, heteroscedasticity tests, and hypothesis testing with F tests. The results 

showed that (1) there was an influence of the use of E-modules on increasing understanding of 

concepts by showing a calculated t value of 1.842 greater than t table (2) the effect of using E-

modules on critical thinking by showing a calculated t value of 2.275 greater than t table (3) the 

results of regression analysis obtained f count 4.494 greater than f table, then there was an influence 

of using E-modules on increasing concept understanding and critical thinking together. 

 

Keywords: Use of e-modules, conceptual understanding, critical thinking. 

 

Introduction 

Learning Paradigm Changes in recent decades, shifting paradigms in learning from 

traditional teacher-centered approaches to student-centered approaches 1. This new approach 

emphasizes active, collaborative, and problem-based learning, where students are actively 

involved in the learning process. Learning technology has great potential to support and facilitate 

this approach by providing various interactive tools and resources 2. Advances in Information 

and Communication Technology Advances in information and communication technology (ICT) 

have changed many aspects of human life, including education3. Developing software, hardware, 

and internet connectivity has opened up new learning opportunities. Learning technology can 

 
1 Dwiwarna and Raditya Bayu Rahadian, “The Most Considered Type of Student Characteristics by Primary 

School Teacher,” International Journal on Integrating Technology in Education (2018). 
2 S A Tekege, “Hubungan Perhatian Orag Tua Dengan Prestasi Belajar Siswa Kelas IV SDN Sekarpuro 

Kecamatan Pakis Kabupaten Malang,” Hubungan Perhatian Orag Tua Dengan Prestasi Belajar …, 2017. 
3 Supeno et al., “Utilization of Whatsapp Application as Communication Media in Language Teaching and 

Learning at FBS UWKS,” in Journal of Physics: Conference Series, vol. 1175, 2019. 

mailto:eges.triwahyuni@gmail.com


  
 
 
 
 

  

Volume 8, Number 1, May 2023| 114 

 
     

 

  

include various forms such as mobile devices, computers, the internet, applications, online 

learning platforms, and others. This advancement allows easier and more flexible access to 

learning resources, collaboration between students and teachers, and innovative learning 

methods 4. 

Mathematics learning in the independent curriculum prioritizes a deep understanding of 

concepts, application in real contexts, and the development of students' critical thinking skills5. 

Mathematics learning is no longer limited to imparting knowledge and using formulas, but 

emphasizes problem solving, creative thinking, and the development of intuitive understanding. 

Students are invited to dig Based on the results of document studies and interviews with 

mathematics teachers at Glenmore State High School, researchers found conditions where 

teachers still use learning media in the form of learning textbooks and learning planning 

indicators are still at a low stage at level 1 (C1-C2). While referring to learning outcome data, 67% 

of students are still complete. From this information, researchers have the initiative to use e-

modules to determine the effect of increasing students' understanding of concepts and their 

critical thinking skills. E-modules for learning mathematics are intended to be accessible online 

through computers, laptops, or tablets. Thus, students can access math materials anytime and 

anywhere, allowing for independent learning and more flexible time options. Some e-modules 

include a student progress monitoring feature, allowing teachers or students to track and evaluate 

their learning progress. This information can help identify areas that need more attention and 

provide timely feedback. 

Research conducted by Rizka Nurlaili6 E-module developed using the ASIE development 

model can increase the effectiveness of critical thinking with an N-Gain value of 0.74 in the high 

category. Nur Rizkhana Hariani's results showed that the average understanding of experimental 

class concepts was higher than the average understanding of control class concepts. The increase 

in understanding of experimental class concepts is 0.50, falling into the medium category. The 

results of the response questionnaire analysis showed that students responded positively to the 

learning model applied. These results show that applying the e-module-assisted guided inquiry 

learning model has a positive influence, which can increase students' understanding of concepts. 

 

 

Methods 

This study used causal quantitative research methods. According to Sugiyono 7the causal 

quantitative approach is an approach in research that looks for relationships between one variable 

and another variable with cause and effect. This research tests the established hypothesis and looks 

for the influence between the independent and dependent variables.  

The place of research is an area that will be used as a place to conduct research. To determine 

 
4 Rumondang Florentina Turnip and Hari Karyono, “Pengembangan E-Modul Matematika Dalam 

Meningkatkan Keterampilan Berpikir Kritis,” Jurnal Edukasi Matematika dan Sains) (2021). 
5 Siti Lailiyah et al., “Levels of Students’ Mathematics Anxieties and the Impacts on Online Mathematics 

Learning,” Cakrawala Pendidikan (2021); Tatiana S. Sheromova et al., “Learning Styles and Development of Cognitive 
Skills in Mathematics Learning,” Eurasia Journal of Mathematics, Science and Technology Education (2020). 

6 Rizka Nurlaili, Siti Zubaidah, and Heru Kuswantoro, “Pengembangan E-Module Berbasis Discovery Learning 
Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas XII Berdasarkan Penelitian Analisis Korelasi Kanonik 
Dari Persilangan Tanaman Kedelai,” Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan (2021). 

7 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, Dan R&D (Bandung: CV. Alfabeta, 2017). 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 115 

 
     

 

  

the research area, the researcher uses the Purposive Sampling method. Sugiyono 8 stated that a Purposive 

Sampling Area is a sampling technique with certain considerations. The research design in this study 

was causal and quantitative. Research that reveals the impact of certain variables (independent) on 

other variables (bound). In this study, researchers wanted to determine whether using e-modules 

for mathematics subjects effectively increased conceptual understanding and critical thinking in 

grade XI MIPA 1 students of Glenmore State High School in the even semester of the 2022/2023 

academic year. 

Data collection techniques are the most important step in research, because the main 

purpose of research is to obtain data. Without knowing data collection techniques, researchers will 

not get data that meets the established data standards9. The data collection methods used to obtain 

data are Observation, Interview, and Documentation. Observation Method: One technique that 

can be used to find out or investigate non-verbal behavior is observation techniques. According 

to Sugiyono 10 observation is a data collection technique that has specific characteristics when 

compared to other techniques.  

Observation is not limited to people, but also other objects of nature. Through observation 

activities, researchers can learn about behavior and the meaning of that behavior. The observation 

in this study is made directly in the field to find out the actual condition of micro traders in 

Menteng District to apply to record using the Gross Profit method to make monthly financial 

statements. According to Moleong 11 , the key to the success of observation as a technique in data 

collection is very much determined by the researcher, because the researcher sees and listens to 

the object of research and then concludes from what is observed. 

Interview Method: An interview or interview is a method of taking data by asking something 

to someone who is an informant or respondent. The trick is to have a face-to-face conversation.10 

Interviews can be conducted using interview guidelines or by direct questioning. In the interview 

process using general guidelines, the interviewer lists the issues that must be covered without 

specifying the order of the questions. Interview guidelines are used to remind researchers 

(interviewers) about aspects that must be discussed and to be a checklist (checklist) of whether 

these relevant aspects have been discussed or asked. With such guidelines, researchers must 

consider how the question will be described concretely in question sentences, while adjusting the 

question to the actual context during the interview. Interview guidelines are used so that the 

interview does not deviate from the purpose of the study. Interview guidelines are prepared based 

on research objectives and theories related to the problem under study. 

Documentation Method: The documentary method or technique is a technique of collecting 

data and information through the search and discovery of evidence. The collected documents will 

help researchers understand the phenomena that occur at the research site and help interpret data. 

In addition, documents and literary data can help theorize and validate data. Measurement Scale: 

The study uses the Likert scale for its assessment.  

 

1. Test Assessment Instruments 

 
8 Prof Sugiyono, “Metode Penelitian Kombinasi (Mixed Methods),” Bandung: Alfabeta (2015). 
9 Lexy J. Moleong, Metodologi Penelitian Kualitatif (Bandung: PT. Remaja Rosdakarya, 2018). 
10 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. 
11 Moleong, Metodologi Penelitian Kualitatif. 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 116 

 
     

 

  

a). Validity Test:  The validity test is used to test whether the instrument used 

valid. This means the instrument can be used to measure what is being measured. The results of 

the instrument are called valid if the data collected with the actual data occurs in the object under 

study. The questionnaire is valid if the correlation value R is calculated > the table R (Sugiyono, 

2008: 248). Instrument testing uses a sample of 33 people, which is intended so that the question 

items in the questionnaire have a reliable level of validity because the intended value of the table 

is quite high. 

The result r is calculated compared to r table, where to find r table is to find the degree of freedom 

df = n-2 with 5% significance and 98% confidence level using a one-tail test. Validity tests were 

carried out on each research variable. How to measure variables  

 
 

Information: 

r : Pearson correlation coefficient of validity 

x : Score respondents' responses to each question 

y : Responder response score to all questions 

n : the number of respondents/subjects 

In the SPSS program, Pearson product moment correlation- Bivariate is used  and compares the test results 

of the pearson correalation test results with the r table. Criteria for whether or not a data is valid 

or not accepted in the SPSS program Based on correlation values: 

- If  r counts > r table then the item is declared valid 

- If  r count < r table then the item is declared invalid 

Based on significance are: 

- If the signification value > α (0.05) then the item is declared invalid 

- If the signification value < α (0.05) then the item is declared valid 

The data analysis steps to test validity in the SPSS program are as follows: 

a. Calculate the number of respondents' answer scores for each question / statement item. 

b. Calculate the total score of respondents' answers 

c.  Perform analysis using the analyze command  then correlation bivariate 

d. Comparing the value of r count with r table, r count is obtained by calculating the degree of 

freedom df = n2 

e.  Sorting valid and invalid items 

b). Reliability Test: Reliability tests are used to test whether the instrument is reliable. Reliable if 

there is a similarity of data at different times. This reliability testing technique uses analytical 

techniques that Alpha Cronbach has developed. In this reliability test, α is considered reliable if 

greater than 0.6 (Ghozali, 2005: 129). The rules for determining whether an instrument is reliable 

or not, are as follows: 

1. If the reliability of  the Cronbach Alpha exceeds 0.6 then the instrument is reliable, and the 

questionnaire is reliable and usable. 

2. If the reliability score of Cronbach Alpha is less than 0.6, then the instrument is unreliable, the 

questionnaire is unreliable, and it cannot be used. 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 117 

 
     

 

  

a). Normality Test: The Normality Test is used to test whether a variable has normal data or not. 

Normal here in the sense of having a normal distribution of data. To test normality in this study 

using the Kolmogoriv Smirnov test with the provision if Asymp. If sig> 0.05, then the data is 

normally distributed.  

b). Homogeneity Test: A homogeneity test is performed to determine that two or more groups of 

sample data come from populations with the same variance (homogeneous). In the book written 

by Sudjana (2005: 250), homogeneity tests can be done with levene, fisher or bartlett tests. This 

test is a requirement before performing other tests, such as T Test and Anova. This test ensures 

that the data groups are indeed from the same sample. In this study using levene's statistical 

analysis, it is said to be homogeneous if the intergroup variance has a significance of more than 

0.05 (Sig > 0.05), if the significance value is less than 0.05 (Sig < 0.05) then the intergroup variance 

is not homogeneous. 

c). Autocorrelation Test: The autocorrelation test aims to test whether in linear regression there is 

a correlation between confounding errors (residuals) in period t with errors in period t-1 (previous). 

If there is a correlation, there is an autocorrelation problem (Ghozali and Ratmono, 2017: 121). 

The autocorrelation test is related to the influence of observers or data in one variable that is 

interrelated with each other (Gani and Amalia, 2015: 124). This study uses the Durbin-Watson test 

(DW test) to detect whether or not there is autocorrelation. 

d). Uji Hypoplant 

a). Test  t: According to Mulyono 12 the t test is used to determine whether the independent 

variables have a real or no effect on the dependent variable. The degree of significance used is 

0.05. If the significant value is less than the degree of confidence then we accept the alternative 

hypothesis, which states that an independent variable partially affects the dependent variable. This 

test is carried out two-way test with the hypothesis: 

H : β = 0  

This means that the independent variable has no influence on the dependent variable. Ha : β1 < 0 

or β1 > 0  

This means that there is an influence of the independent variable on the dependent variable  

1. H0 is accepted and Ha is rejected if t is calculated < ttable, meaning that the independent variable 

has no significant effect on the dependent variable.  

2. H0 is rejected and Ha is accepted if tcount > ttable, meaning that the independent variable 

significantly affects the dependent variable. 

b). Test  F: According to Mulyono 13 , the F test is used to determine whether the independent 

variables simultaneously significantly affect the dependent variable. The confidence degree used is 

0.05. If the F value of the calculation result is greater than the F value according to the table, then 

an alternative hypothesis, which states that all independent variables simultaneously have a 

significant effect on the dependent variable. 

Ho is accepted, if Fcalculate ≤ Ftable or sig value > 0.05 

Ho is rejected, if Fcalculate > Ftable or sig value < 0.05 

 If there is an acceptance of H0, it can be interpreted as an insignificant multiple regression model 

 
12 H Mulyono and Ismail Suardi Wekke, Strategi Pembelajaran Di Abad Digital, Pertama. (Jogjakarta: Gawe Buku, 

2018). 
13 Mulyono and Wekke, Strategi Pembelajaran Di Abad Digital. 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 118 

 
     

 

  

obtained, resulting in an insignificant influence of independent variables together (simultaneously) 

on the dependent variable. 

 

Result And Discussion 

Descriptive Statistics 

 N Minimum Maximum Mean 

Std. 

Deviation 

Use of emodules 33 60 117 98,85 13,951 

Concept 

Understanding 
33 41 70 59,18 9,036 

Critical thinking 33 41 65 53,64 7,084 

Valid N (listwise) 33     

(Data processed 2023) 

All collected questionnaires are tabulated for data analysis purposes. The data tabulated is 

all respondents' responses or answers to each question in the questionnaire. The questions are 

related to the use of emodules in Mathematics subjects to understand concepts and the ability to 

think critically.  

Table 1.Table of Reliability Test Results of Game Based Learning Method Interview 

 (Variable X) 

Case Processing Summary                                          

Variable reliability test X1 

Reliability Statistics 

Cronbach's 

Alpha N of Items 

,896 25 

Y1 reliability test 

Reliability Statistics 

Cronbach's 

Alpha N of Items 

,868 15 

 

 

Y2 reliability test 

Reliability Statistics 

Cronbach's 

Alpha N of Items 

,656 15 

1. Uji Durbit Watson 

Model Summaryb 

Model R R Square 

Adjusted R 

Square 

Std. Error of 

the Estimate 

Durbin-

Watson 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 119 

 
     

 

  

1 ,349a ,122 ,063 13,501 1,982 

a. Predictors: (Constant), Critical Thinking, Conceptual Understanding 

b. Dependent Variable: Use of emodul 

2. Uji Regresi 

Coefficient 

Model 

Unstandardized Coefficients 

Standardized 

Coefficients 

T Say. B Std. Error Beta 

1 (Constant) 21,696 11,434  1,898 ,067 

Critical 

thinking 

,454 ,225 ,294 1,842 ,075 

Concept 

Understandi

ng 

,407 ,217 ,364 2,275 ,030 

a. Dependent Variable: Use of emodul 

 

Table 2. Table of Homogeneity Test Results 

Data Group Variants Levene’s 

Statistic 

Say Information Conclusion 

GameBased 

Learning Methods 

and Gross Motor 

Skills and Social 

Emotional Skills 

 

 

2413 

 

 

0,071 

 

 

Sig>0,05 

 

 

Homogeneous 

Table 3. Autocorrelation Test result table Model Summary 

Model Summaryb 

Model R R Square 

Adjusted R 

Square 

Std. Error of 

the Estimate Durbin-Watson 

1 ,349a ,122 ,063 13,501 1,982 

 (Data processed, 2023) 

The results of the autocorrelation test using the Durbin-Watson test obtained a DW value 

of 1, Based on the output of the Model Summary above, it is known that the value of Durbin-

Watson (d) is 1.982. This value will then be compared with the value of the Dubrin-Watson table 

at 5% signification with the formula (k ; N). The number of independent variables is 1 or k = 1 

and the number of samples or N = 33. Thus, (k ; N) = (1 ; 33). Then based on the distribution of 

Durbin-Watson values, the dL value (lower limit) is 1.383 and the dU value (upper limit) is 1.508. 

The Durbin-Watson value (d) obtained from the above output is 2, greater than the upper 

bound dU (upper bound) which is 1.508 and less than (4-dU) 4-1.508 = 2.492 (The Dubrin-Watson 

value is between dU (upper bound) and (4-dU). Thus, as the basis for decision making in the 

Durbin-Watson test above, it can be concluded that there are no problems or symptoms of 

autocorrelation.  

 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 120 

 
     

 

  

 

Table 4. Linear Regression: Effect of x (Use of emodules) on Y1 (critical thinking skills)  

Coefficient 

Model 

Unstandardized Coefficients 

Standardized 

Coefficients 

T Say. B Std. Error Beta 

1 (Constant) 21,696 11,434  1,898 ,067 

Critical thinking ,454 ,225 ,294 1,842 ,075 

Concept 

Understanding 

,407 ,217 ,364 2,275 ,030 

a. Dependent Variable: Use of emodul 

Based on the analysis of the data above, it can be seen that the value of the constant 21.696 can 

thus be included in the following equation 

Y = 21.69 + 0.454 + 0.407  

The equation shows how the value of β= 21.69, the value of the coefficient of 21.69 can be 

interpreted if applying emodules is good, then students' understanding of concepts and critical 

thinking will increase. 

 

Table 5. F Test Results Table 

ANOVA 

Model Sum of Squares Df Mean Square F Say. 

1 Regression 404,452 2 202,226 4,994 ,013b 

Residual 1214,881 30 40,496   

Total 1619,333 32    

(Data processed 2023) 

Learning is an aid provided by education so that there can be acquisition of knowledge and 

knowledge, mastery of skills, and the formation of attitudes and beliefs in students14. The results 

of the first hypothesis test (H1) state that using emodules in Mathematics subjects positively affects 

understanding concepts. The regression results show that the use of Mathematics subject modules 

significantly affects understanding concepts. Based on hypothesis testing, the use of emodules in 

Mathematics subjects has not changed, so understanding will remain good. The value of this 

regression coefficient is significant at the level of 5% singnificance with a p value of 0.075. The 

results of this test interpret that the variable Use of emodule in Mathematics subjects has a positive 

and significant effect on understanding the concept at the level of significance of 5% or other 

words H1 is rejected. 

The results of testing the second hypothesis (H2) state that using emodules in Mathematics 

 
14 Majid Al-Amri, “Student-Led Seminars as an Active Learning Strategy to Enhance English as a Foreign 

Language Procrastinating Students’ Achievement,” Learning and Teaching in Higher Education: Gulf Perspectives 15, no. 1 
(2018): 2–13; citra dewi Rosalina and Risma Nugrahani, “Pengembangan Media Buku Pop-Up Untuk Pembelajaran,” 
jurnal Peningkatan Kapasitas Hasil Penelitian dan Pengabdian kepada Masyarakat Menuju Revolusi Industri 4.0” (2018); Sukma 
Sacita Dewi, Rachmaniah Mirza Hariastuti, and Arfiati Ulfa Utami, “Analisis Tingkat Kesukaran Dan Daya Pembeda 

Soal Olimpiade Matematika (Omi) Tingkat Smp Tahun 2018,” Transformasi : Jurnal Pendidikan Matematika dan 
Matematika 3, no. 1 (2019): 15–26. 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 121 

 
     

 

  

subjects on critical thinking has a positive effect. The regression results show that the use of 

mathematics subject modules on critical thinking skills significantly affects students' skills. Based 

on hypothesis testing,. The value of this regression coefficient is significant at the level of 5% 

singnificance with a p value of 0.30. The results of this test interpret that the variable of using the 

emodule of Mathematics subjects has a positive and significant effect on student learning 

outcomes at the level of significance of 5% or H2 is rejected. 

The results of testing the third hypothesis (H3) state that the use of mathematics subject 

modules has a positive effect on understanding concepts and thinking critically together. The 

regression results show that the use of Mathematics subject modules on concept understanding 

significantly affects understanding concepts and critical thinking.   

The value of this coefficient is significant at a significance level of 0.05 with a p value of 0.000. It 

is obtained by looking at the F table with the formula df for the numerator = k, df for the 

denominator = n-k-1, (in this determination df for the numerator = 2, df for the denominator = 

33-2-1 = 30), so that the F of the table = 3.32. F value count 4.494 > F table 3.32. Because Ha is 

accepted, regression models can be used to explain the influence of the independent variable on 

the dependent variable. The results of this test interpret that the variable Use of emodule in 

Mathematics subjects has a positive and significant effect on understanding concepts and thinking 

critically together at a significance level of 5% or in other words H3 is rejected. 

 

Conclusion 

 This study aims to determine the effect of using the emodule of Mathematics subjects on 

the understanding of concepts and the ability to think critically. Based on the study's results, the 

following conclusions can be drawn: The results of multiple linear regression show that the first 

hypothesis (H1) positively affects the influence of the use of mathematics subject modules on 

understanding the concept of rejecting the existing null hypothesis. The results of multiple linear 

regression show that the second hypothesis (H2) has a positive effect on the influence of the 

application of the use of mathematics subject modules on critical thinking skills, namely rejecting 

the existing null hypothesis, thus showing that there is an influence of the use of mathematics 

subject modules on critical thinking skills. The results of the simultaneous test showed that the 

second hypothesis (H3) had a positive effect between the use of mathematics subject emodules on 

concept understanding and critical thinking together rejecting the existing null hypothesis, thus 

showing that there was an influence of the use of mathematics subject emodules on concept 

understanding and critical thinking. 

It is expected to be able to practice and develop the knowledge and insights that researchers 

gained during their studies at the postgraduate faculty of Education learning technology program 

at PGRI Argopuro University (UNIPAR) Jember, East Java., It is hoped that teachers can be 

used as contributions of thoughts and input to help learning more effectively. 

 

References 

Al-Amri, Majid. “Student-Led Seminars as an Active Learning Strategy to Enhance English as a Foreign 
Language Procrastinating Students’ Achievement.” Learning and Teaching in Higher Education: Gulf 
Perspectives 15, no. 1 (2018): 2–13. 

Dewi, Sukma Sacita, Rachmaniah Mirza Hariastuti, and Arfiati Ulfa Utami. “Analisis Tingkat Kesukaran 

Dan Daya Pembeda Soal Olimpiade Matematika (Omi) Tingkat Smp Tahun 2018.” Transformasi : 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 122 

 
     

 

  

Jurnal Pendidikan Matematika dan Matematika 3, no. 1 (2019): 15–26. 
Dwiwarna, and Raditya Bayu Rahadian. “The Most Considered Type of Student Characteristics by Primary 

School Teacher.” International Journal on Integrating Technology in Education (2018). 
Florentina Turnip, Rumondang, and Hari Karyono. “Pengembangan E-Modul Matematika Dalam 

Meningkatkan Keterampilan Berpikir Kritis.” Jurnal Edukasi Matematika dan Sains) (2021). 
Hariani, Nur Rizkhana, Murbangun Nuswowati, and Winarno Winarno. “Pengaruh Penerapan Model 

Inkuiri Terbimbing Berbantuan E-Modul Terhadap Pemahaman Konsep Hidrolisis Garam.” Jurnal 
Inovasi Pendidikan Kimia 14, no. 1 (2020): 2561–2571. 

Lailiyah, Siti, Sihhatul Hayat, Siti Urifah, and Maunah Setyawati. “Levels of Students’ Mathematics Anxieties 
and the Impacts on Online Mathematics Learning.” Cakrawala Pendidikan (2021). 

Moleong, Lexy J. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya, 2018. 
Mulyono, H, and Ismail Suardi Wekke. Strategi Pembelajaran Di Abad Digital. Pertama. Jogjakarta: Gawe Buku, 

2018. 
Nurlaili, Rizka, Siti Zubaidah, and Heru Kuswantoro. “Pengembangan E-Module Berbasis Discovery 

Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas XII Berdasarkan Penelitian 
Analisis Korelasi Kanonik Dari Persilangan Tanaman Kedelai.” Jurnal Pendidikan: Teori, Penelitian, dan 
Pengembangan (2021). 

Rosalina, citra dewi, and Risma Nugrahani. “Pengembangan Media Buku Pop-Up Untuk Pembelajaran.” 
jurnal Peningkatan Kapasitas Hasil Penelitian dan Pengabdian kepada Masyarakat Menuju Revolusi Industri 4.0” 
(2018). 

Sheromova, Tatiana S., Anvar N. Khuziakhmetov, Victor A. Kazinets, Zhanna M. Sizova, Stanislav I. 
Buslaev, and Ekaterina A. Borodianskaia. “Learning Styles and Development of Cognitive Skills in 
Mathematics Learning.” Eurasia Journal of Mathematics, Science and Technology Education (2020). 

Sugiyono. Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Bandung: CV. Alfabeta, 2017. 
Sugiyono, Prof. “Metode Penelitian Kombinasi (Mixed Methods).” Bandung: Alfabeta (2015). 
Supeno, Darsono, S. Hadi Saputro, V. Nugraheni Sri Lestari, I. Suhaemi, F. Rodli, M. Adhi Prasnowo, M. 

Barid Nizarudin Wajdi, M. Achdisty Noordyana, and F. Permatasari. “Utilization of Whatsapp 
Application as Communication Media in Language Teaching and Learning at FBS UWKS.” In Journal 
of Physics: Conference Series. Vol. 1175, 2019. 

Tekege, S A. “Hubungan Perhatian Orag Tua Dengan Prestasi Belajar Siswa Kelas IV SDN Sekarpuro 
Kecamatan Pakis Kabupaten Malang.” Hubungan Perhatian Orag Tua Dengan Prestasi Belajar …, 2017. 

 


