Comparative Study of Post-Marriage Nationality Of Women in Legal Systems of Different Countries

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International Journal of Multicultural [email protected]

ISSN 2364-5369

and Multireligious Understanding

Volume 9, Issue 12
December, 2022
Pages: 345-355

The Effect of Using E-Learning and Divergent Thinking Patterns on Economic

Learning Achievement
Amatasya Rizki Agustin; Dewi Kusuma Wardani; Tri Murwaningsih
Master of Economics Education, Faculty of Teacher Training and Education, Sebelas Maret University, Indonesia

http://dx.doi.org/10.18415/ijmmu.v9i12.4261

Abstract

The purpose of this study was to look into the impact of e-learning and divergent thinking
patterns on students' economic achievement at SMA Negeri 2 Tumijajar. The quantitative approach
method is used in this study. This study's instrument was a closed questionnaire with a likert scale. The
IBM SPSS Version 26 application was used to analyse the data. The findings revealed that using e-
learning had a positive and significant effect on students' economics learning achievement, with a t-count
> t-table value of 3.084 > 1.656 and a probability value (sig) of 0.002 < 0.05. Divergent thinking patterns
influence students' economics learning achievement in a positive and significant on students' economic
learning achievement. The probability value (sig) is 0.003 < 0.05 and the value of t-count > t-table is
3.080 > 1.656. The F test results showed that the use of e-learning and divergent thinking patterns had a
simultaneous effect on students' economic achievement, with an F-count > F-table of 8.427 > 3.06 and a
significance value of 0.00 < 0.05.

Keywords: E-learning; Divergent Thinking Patterns; Learning Achievement

Introduction

The world has now entered the fourth industrial revolution 4.0, which is characterised by
increased connectivity, interaction, the development of digital system, artificial intelligence and virtual
(Lase, 2019). The advancement of information and communication technology has influenced a new way
of thinking in society. These changes have an impact on Indonesia's education system, which is required
to deal with changes in innovation in the industrial revolution 4.0 era so that there is no gap between the
development of science and the development of information and communication technology. According
to Rafiola et al., (2020), the success rate of education determines a nation's progress, and learning
activities that are in line with developments and changes in the educational paradigm are learning
activities that can synergize the cognitive, affective, and psychomotor domains at the same time.

The effective use of technology in education will help advance education in the 4.0 revolution era
and can assist students in the learning process (Budiharto et al., 2019). In the revolutionary era, educators
play an important role in using innovative digital technology to support learning activities, and teachers
can try to focus on student-centered learning so that students can be more active and develop their

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International Journal of Multicultural and Multireligious Understanding (IJMMU) Vol. 9, No. 12, December 2022

mindset (Rafiola et al., 2020). The digital technology and online media that are used function to find
teaching materials that can aid in understanding learning material (Yuniani et al., 2019).

E-learning in the form of websites or other applications is one of the information technologies
that can be used in the learning process. The use of e-learning will result in changes to the education
system, the content to be delivered, the method of instruction, and the challenges faced by students and
teachers. Furthermore, e-learning is expected to affect students' cognitive abilities, making it easier to
achieve learning outcomes (Saputra & Hidayani, 2021). According to Bonk & Graha (2009), combining
internet technology and face-to-face interactions can improve pedagogy and facilitate information access.

According to Yuniani et al., (2019), learning strategies in the twenty-first century have shifted
from traditional to digital systems that are more advanced to meet the demands of revolution 4.0, so that
students are expected to be information and communication literate in order to realise relevant and
conducive learning. According to Cunska & Savicka, (2012), educational success is determined by how
quickly and easily students can obtain various amounts of information. In addition to the use of media,
learning in the fourth industrial revolution era has goals with the characteristics of thinking skills.
Divergent thinking skills are one of the thinking skills that high school students can learn. Divergent
thinking can be cultivated to enhance student creativity(Kurnia, 2018).

A preliminary study conducted at SMA Negeri 2 Tumijajar discovered several issues, including
students who were not optimal in their use of e-learning and the ability to think divergently at the school
level, which had not been properly addressed. Students in economics learning are not accustomed to
seeing problems from various angles or are not given the opportunity to provide various answers to a
problem, and most students only imitate friends' answers rather than attempting to work on their own with
these students' abilities and thoughts. This issue has an impact on student test scores, which are still
falling short of the minimum completeness criteria (KKM).

According to Salsabila & Puspitasari (2020), there are two types of factors that can affect learning
achievement: internal and external factors. Students' ability to think is one of the internal factors that
influence learning achievement. External factors include the physical environment of the school, which
can help students achieve their goals. This also agrees with Ambarita (2020) that factors influencing
learning achievement include the use of learning media and students' thinking abilities.

Use of E-Learning

E-learning is an internet application that connects students and teachers in online learning forums
to overcome time, space, conditions, and circumstances limitations (Popovici & Mironov, 2015). E-
learning is typically defined as the application of knowledge, information, and technology to connect
individuals or materials for educational purposes (formal, informal and non-formal) (Ehlers & Hilera,
2012). The use of e-learning can have an impact on the process of transforming traditional education into
digital form by utilising ICT facilities, which can be viewed positively as a medium that provides and
facilitates interaction between teachers and students in order to make learning more effective (Kosassy et
al., 2018). According to Septiani (2018), using e-learning has several benefits in learning such as
increasing absorption of the material being taught, increasing active participation, increasing students'
independent learning abilities, and improving the quality of learning material, which is expected to
stimulate the growth of innovation. new students as needed According to Hakim et al (2019), using e-
learning as a learning medium can assist teachers and students in achieving effective and efficient
learning outcomes.

The use of e-learning has a significant relationship with student achievement in the learning
process (Hoerunnisa et al., 2019). According to Ibrahim & Suardiman (2014), because e-learning is new
to students, they become curious and want to learn more about the lessons presented, which increases
student motivation and achievement. Other research indicates that students who use e-learning have a

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International Journal of Multicultural and Multireligious Understanding (IJMMU) Vol. 9, No. 12, December 2022

positive and significant influence on their learning achievement (Arryadna & Pratiwi, 2022; Prasistayanti
et al., 2019). According to (Saputra & Hidayani (2021), e-learning influences the learning achievement of
high school students. In line with the previous opinion, Pratama & Arief (2019) stated that e-learning is a
factor in the learning approach that can affect student learning achievement. Aji & Napitupulu (2018)'s
research, on the other hand, found that e-learning had no effect on student achievement.

Divergent Thinking Patterns

Divergent thinking is a way of thinking that trains one's mind to think more critically, looking for
a solution with multiple alternative answers to develop creativity (Abdilllah, 2016). According to Khatri
& Dutta (2018), divergent thinking skills help students think of something different in order to generate
creative ideas in finding solutions and improve students' problem solving abilities. According to Jauk et al
(2014), divergent thinking is an important component of the creative thinking process. Divergent ability is
the foundation of creativity, which must be developed by increasing students' enjoyment of being
creatively busy, and students are expected to increase their knowledge of science so that students can
effectively solve their learning tasks (Marissa, 2018). Divergent thinking can thus be defined as a type of
creative thinking that provides multiple possible answers based on the information provided, with an
emphasis on the quantity, diversity and originality of the answers.

According to Murniati & HM (2015) research, the ability to think divergently has a positive effect
on learning achievement, which means that the greater the ability to think divergently, the greater the
learning achievement of students. Furthermore, (Rauf et al (2020)'s research shows that divergent
thinking has a positive and significant effect on student achievement.

Learning Achievement

Sholeh & Sa’diah (2018) explained that learning achievement is the result achieved by students as
a form of mastery of the material that has been taught which is expressed in the form of grades or report
cards for each field of study after experiencing the teaching and learning process. Learning achievement
is a change in behavior that is obtained by students after carrying out the learning process by looking at
the results achieved by the students concerned (Syafari & Montessori, 2021). According to Salsabila &
Puspitasari (2020) also explains that learning achievement is a real skill that can be measured by
knowledge, attitudes, and skills as an active interaction between learning subjects and learning objects
during the teaching and learning process.

The outcomes obtained by students after completing the learning process are indicators of
achievement of learning objectives (Syafari & Montessori, 2021). The value of Daily Deuteronomy, Mid-
Semester Assessment or Final Semester Assessment can be used to demonstrate learning achievement.
Learning achievement is the outcome of students' participation in learning activities both inside and
outside of the classroom (Kambuaya, 2015).

The objectives of this study are as follows: 1) to investigate the impact of using e-learning on
economic achievement. 2) to investigate the impact of divergent thinking patterns on economic
achievement. 3) to investigate the impact of using e-learning and divergent thinking patterns on economic
learning achievement.

Hypothesis

H1: The use of e-learning has a positive and significant effect on learning achievement.

H2: Divergent thinking patterns have a positive and significant impact on learning achievement.

H3: The use of e-learning and divergent thinking patterns at the same time has a positive and significant
effect on economic learning achievement.

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International Journal of Multicultural and Multireligious Understanding (IJMMU) Vol. 9, No. 12, December 2022

Based on theoretical explanations, research findings, and hypothesis development regarding the
effect of e-learning and divergent thinking patterns on learning achievement. The framework research on
(figure 1) is as follows:

Figure 1: Thinking Framework

Research Method

This study employs a quantitative approach with the assistance of the IBM SPSS application
version 26. A questionnaire is used to collect data. The instrument measurements employed a Likert scale
with four response options: (1) STS (Strongly Disagree), (2) TS (Disagree), (3) S (Agree), and (4) SS
(Strongly Agree). The descriptive statistical analysis and inferential statistical analysis techniques used
are the normality test, linearity test, multicollinearity test, heteroscedasticity test, and hypothesis testing (t
test and F test). Quantitative research methods are designed to put hypotheses to the test. Quantitative
research is used to compare the variables x and y using numbers.

The variable indicators in this study are explained in table 1.

Table 1. Variable Indicators

Variable Indicators

Use of E-learning Utilization of E-learning, Implementing e-

(Hanson, 2003) learning and the role of e-learning

Divergent Thinking Patterns Fluency, Flexibility, Originality and

(Ilhamsyah, 2022) Elaboration

Learning achievement Cognitive domain, affective domain,

psychomotor domain

This study was carried out at SMA Negeri 2 Tumijajar in Tulang Bawang, Barat. In this study,
the population consisted of 137 students from class XI IPS. The sample technique used is a saturated
sample, with the entire population, 137 students, serving as the sample. In this study, questionnaires and
documentation were used to collect data.

The Effect of Using E-Learning and Divergent Thinking Patterns on Economic Learning Achievement 348
International Journal of Multicultural and Multireligious Understanding (IJMMU) Vol. 9, No. 12, December 2022

This study employs primary data derived from the results of a questionnaire distributed to
respondents, which included a questionnaire on e-learning use and divergent thinking patterns. The author
obtained secondary data from the odd semester Mid Semester Deuteronomy (UTS) scores.

Result and Discussion

Based on a series of validity and reliability tests on the questionnaires used in this study with the
SPSS application program, it is known that the e-learning and divergent use questionnaires total 39
statement items, 36 items were declared valid because they had a significance level above 0.361 and 3
items were declared invalid because it has a significance level below 0.361. In this study, if an invalid
statement item was found, the steps taken by the item were discarded and not used in the study so that a
total of 36 questionnaire statement items were used. The reliability test was carried out using Cronbach
Alpha. The results of the estimation of instrument reliability for each variable are 0.849 (X1) and 0.853
(X2). That way, the entire questionnaire instrument in this study is reliable.

The results of the data normality test using the one-sample Kolmogorov-Smirnov Test obtained
the Asymp value. Sig. (2-tailed) of 0.064 > 0.05 shows if the data on e-learning use, divergence and
learning achievement are normally distributed. For the results of the linearity test of Deviation from
Linearity X1 value was 0.290 and the Deviation from Linearity X2 value was 0.997. Both of these values
are greater than 0.05 so it is decided that the regression model passes the linearity test.

The multicollinearity test results revealed that the tolerance values X1 and X2 were 0.984, while
the VIF X1 and VIF X2 were 1.016. Based on these findings, it is determined that the acquisition of
tolerance values X1 and X2 is greater than 0.10 and that the acquisition of VIF values X1 and X2 is less
than 10, implying that the regression model is free of multicollinearity. The acquisition of significance X1
for the heteroscedasticity test is 0.720, and the acquisition of significance X2 is 0.456. Because the two
acquisition probability of significance were greater than 0.05, it was determined that the regression model
lacked heteroscedasticity. The calculated value of D (Durbin-Watson) for the autocorrelation test is 1.594,
which is between 2 and close to 2 that indicating there is no autocorrelation.

Table 2. T-test (Partial)

Coefficients a
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 73.065 3,649 20.023 .000
Use of E-learning .196 .063 .253 3.084 .002
Divergent .264 .086 .253 3.080 .003
(Source: Primary data processed, 2022)

The Effect of Using E-learning Economic Learning Achievement

According to table 1, the significance value of using E-learning (X1) on the learning achievement
variable (Y) is 0,002 < 0.05. Statistical t test results for the use of E-learning obtained values from t-count
> t-table of 3.084 > 1.656. It is possible to conclude that e-learning has a significant positive effect on
economic learning achievement or that e-learning has a partial effect on learning achievement.

The findings of this study are consistent with the findings of Sya’adah et al (2021), who
discovered that the use of e-learning has a positive and significant effect on student achievement.
According to the study's findings, the more students who use e-learning, the better their learning

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International Journal of Multicultural and Multireligious Understanding (IJMMU) Vol. 9, No. 12, December 2022

outcomes; conversely, the less students who use e-learning, the worse their learning outcomes. Similarly,
the study conducted by Arryadna & Pratiwi (2022) discovered that the use of e-learning had a positive
and significant effect on student achievement.

The findings of this study are also consistent with Wang's theory of e-learning sanctions (ELS)
developed in (Tarigan, 2011). This theory includes four qualities in the use of e-learning, namely the
quality of face-to-face learning, the quality of learning in the community, the quality of learning
materials, and the quality of individuals. According to Clark (Lin et al., 2014), e-learning is not media or
technology, but rather a design strategy or method used in media technology. Where the teacher must
decide on learning objectives, analyse students' abilities and learning content, and accept the effectiveness
of learning. According to Muhson (2010) research, the use of Information Technology (IT) in the form of
the internet (e-learning, distance learning, web-based learning, and other IT-based educational terms) as
an economical learning medium that can expedite the learning process and optimise results. study.

Some research findings indicate a positive relationship between e-learning use and academic
achievement, while others show a negative relationship between e-learning use and student achievement.

The Effect of Divergent Thinking Patterns on Economic Learning Achievement

According to table 1, the significance value of the X2 (divergent) is 0.003 < 0.05. According to
the results of the divergent statistical t test, the value of t-count > t-table is 3.080 > 1.656. The analysis
results show that divergent thinking patterns have a significant positive effect on economic learning
achievement.

The findings of this study are consistent with the findings of Nurdiansyah, (2016), who
investigated the effect of divergent thinking on mathematics learning outcomes. The study included 117
students from three schools in the Bontotiro sub-district of Bulukumba district. According to the findings
of Murniati & HM (2015), divergent thinking has a significant effect on student achievement, so students
who have the ability to think divergently will have higher learning achievement than students who do not
have that ability to think.

According to Nirwana et al (2018), students with high divergent thinking skills become
accustomed to solving non-routine problems and can apply them to solve problems in everyday life.
According to Upu et al (2020), when solving a problem, students must look for multiple solutions rather
than relying on just one. Divergent thinking skills are demonstrated by students' ability to look at
problems from multiple perspectives and solve problems using multiple techniques in order to develop
alternative approaches.

Table 3. F test (Simultaneous)

ANOVA a
Model Sum of Squares df Mean Square F Sig.
1 Regression 326,056 2 163.028 8,427 .000 b
Residual 2592,309 134 19,346
Total 2918.365 136
(Source: Primary data processed, 2022)

The Effect of Using E-learning and Divergent Thinking Patterns on Economic Learning
Achievement

From the F-statistic test conducted by the researcher, it was obtained that the F-count > F-table
was 8.427 > 3.06 and had a significance percentage value of 0.00 < 0.05, thus stated the use of e-learning
and divergent influences simultaneously and significantly on the learning achievement variables of

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International Journal of Multicultural and Multireligious Understanding (IJMMU) Vol. 9, No. 12, December 2022

students. From the results of the two previous studies that have been partially discussed, together with the
variables using e-learning and divergence have a significant effect on the economic achievement of
students.

The following attitudes were observed in this study: students' use of e-learning and divergent
thinking patterns. The use of e-learning as a process of using learning media that utilizes internet
technology support, by utilizing e-learning learning in the learning process, students who usually only
listen will become more active in accessing subject matter anytime and anywhere without being limited to
just listening to teacher lectures in class, so that it can improve student learning outcomes (Weni & Isnani,
2016). Girsang et al (2021) explain that e-learning learning is built on several principles that all contribute
to the learning process's success. In line with Maghfiroh et al (2020)that the use of e-learning is a learning
method that has a significant contribution to improving the quality of the teaching and learning process.

E-learning can increase student enthusiasm for learning, courage to express opinions in forums,
confidence in asking questions, time discipline, and a sense of responsibility (Maghfiroh et al., 2020).
According to Warokka et al (2022), through e-Learning, students can actively observe, perform, and
demonstrate virtual teaching materials in various formats, making students more interesting and dynamic
in order to motivate students to progress further in the learning process.

Kurnia (2018) discovered that one of the thinking skills that can be developed in students in
public high schools is the ability to think divergently. Divergent thinking, according to Kurnia, can be
developed to improve students' creativity. Divergent thinking is also a method of developing several
distinct solutions to a problem (Umar & Alhassan, 2018). Ilhamsyah (2022) revealed that when students
have high divergent thinking skills, the learning process becomes easier, and they can achieve very good
and satisfying learning outcomes.

Table 4. Model Summary Statistics

Model Summary b

Std. Error of the

Model R R Square Adjusted R Square Estimate
1 .334 a .112 .098 4.398
(Source: Primary data processed, 2022)

A coefficient of determination test was performed based on the table above to determine the
contribution of the independent variables of e-learning and divergence in explaining the dependent
variable of learning achievement. According to Table 4, the value of R Square 0.112 indicates that the use
of e-learning and divergent variables contributes to learning achievement by 11,2%. The remaining 88,8%
is influenced by other variables not discussed in the study. Based on the data analysis, students who are
able to use e-learning in their learning and have the ability to think divergently will achieve high learning
outcomes. Students who do not use e-learning and have low divergent thinking in learning will achieve
lower academic results. Divergent thinking is required in the learning process because without it, students
do not see problems from multiple perspectives and are less able to provide multiple solutions to a
problem. When students are frequently given lessons in the form of lectures and questions and answers,
the opportunity for students' thinking skills to develop is limited. As a result, students are less tolerant and
less open to opinions that differ or deviate from the norm.

According to the research findings, the factors of e-learning use and student divergence during
learning had a simultaneous effect on the economic learning achievements of students at SMA Negeri 2
Tumijajar. It is hoped that this research will contribute to expanding the scientific repertoire of relevant
research.

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International Journal of Multicultural and Multireligious Understanding (IJMMU) Vol. 9, No. 12, December 2022

The limitation of this study is that the variables examined only examine two factors affecting

Learning achievement, namely the use of e-learning and divergence. In this study, the learning
achievement of students in class XI Social Sciences Department of SMA Negeri 2 Tumijajar odd
semester 2022/2023 Academic Year was devoted to economics subjects.

Conclusion

Based on the findings of the previous research, it is possible to conclude that: (1) there is a
partially positive and significant relationship between the use of e-learning and students' economic
learning achievement. (2) Divergent thinking patterns have a moderately positive and significant
influence on students' economic learning achievement. (3) There is a significant influence on students'
economic achievement when using e-learning and divergent thinking patterns at the same time. Based on
the findings of the study, teachers should be able to improve their skills in using e-learning in general, not
just on specific materials. E-learning media for use in schools must be created in order to encourage
students to participate in e-learning activities. Teachers can also encourage students to improve their
divergent thinking skills so that they achieve even better learning outcomes.

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