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 Community in 2015. Therefore, to be able to get superior human resources is an important thing to Today we have entered the digital age, where all note; in this case is achieving student. forms of information can be accessed and obtained There are many factors that can affect the learning easily by anyone. Similarly, in the world of education achievement of the learners themselves, including has experienced a paradigm shift, from the teaching staff, teaching methods, facilities that conventional become more modern to be able to support the learning process and personal input achieve quality education and produce excellent learners themselves. To be able to improve the human resources. This is stated in UU No.20 of 2003 achievement it is necessary motivation in the on the national education system, which conveys that determination of learning strategies and behaviours education is a conscious and planned effort to create that show the student engagement in teaching and an atmosphere of learning and learning process so learning process. Because motivated strategies for that learners can actively develop their potential to learning and student engagement in a positive have spiritual, religious, personality, moral potential for improving student success. intelligence and skills needed by himself, society, In general, motivation is based on a variety of nation and state. theoretical frameworks. In the learning process, The quality of a good education can be seen from motivation is also associated with the internal drive the learning process undertaken and learning of students to be able to succeed in academic tasks, achievements obtained by learners. Excelled learners and it is often referred to as achievement motivation. are students who can graduate well and able to While in this study achievement motivation focuses compete not only locally but also international scope on explaining why a student chooses, issues business, in Southeast Asia. It is necessary to get attention, in and how to survive in learning tasks (Nicholls, 1984; order to answer the challenge of the determination of Dweck, 1999). The development of learning expert competency standards and uniform permit of motivation, while improving learning and academic experts related to the readiness of ASEAN member performance of students not only considers the countries in welcoming the Asean Economic components of cognitive learning alone but also 33 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 Copyright c 2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved ICLI 2018 - 2nd International Conference on Learning Innovation motivationally. (Pintrich and De Groot, 1990) states that need. Active learning is a learning technique that that the knowledge and regulation of cognitive and emphasizes the active use of the brain to find the main metacognitive strategies can be attributed to students idea of matter, solve problems or apply what is newly who are motivated and interested in academic learned into a real-life problem (Meyers and Jones, activities. In addition, some other researchers (Paris, T., 1993). Active learning is a method that puts the Lipson and Wixson, 1983; Pintrich and De Groot, student as a learning subject and has the potential to 1990; Zimmerman, 2008) also consider it necessary improve creativity or be more active in every learning to integrate both aspects of learning in developing a activity, both inside and outside the classroom. In this model suitable for the process, as students need have method students are directed to active learning by the will and skills to gain academic success, and touching, feeling, and looking directly and optimal results. experiencing themselves so that learning is more This concept seeks to explain how students differ meaningful and quickly understood by students. from each other, whether in self-study or how to (Meyers and Jones, T., 1993) state that structure used evaluate the effects of various aspects of cognitive in active learning method, among others are: (1) and motivational teaching on them (Duncan and Elements, consisting of lectures and listening McKeachie, 2005). The basic assumption is that accompanied by an interactive process, writing, motivation and learning strategies are not typical of reading and reflecting on the experience gained, (2) students but their motivations are dynamic and Learning strategy, divided into small groups, limited by context and that learning strategies can be activities that focus on cooperation, case studies, learned and under the control of the students. That is, simulation, discussion, problem solving and journal students' motivation varies among education (eg, reflection, and (3) Learning resources, consisting of more interest and value in freely chosen education reading material (reading), work tasks, learning and not on the required education) and their learning process through technology, etc. The method used in strategies may vary depending on the nature of the this learning process may vary, but even if varied, the academic task (Duncan and McKeachie, 2005). So it purpose of this learning method still refers to the ease can be concluded that the motivation of learning of the students in understanding the lessons even they strategies referred to in this study is the orientation of will greatly enjoy the lessons to be provided. motivation and the use of learning strategies applied In addition to responding to challenges in the by students in following the learning process. digital era then also need to involve an internet-based On the other hand, student engagement is a learning process. In this case, implementing internet- willingness to participate in school routine activities based learning (e-learning) is not just putting teaching with cognitive, behavioural, and affective indicators material on the web, but also preparing learning in performing specific learning tasks (Chapman, scenarios that invite active and constructive learners' 2003). Then (Fredrick, Blumenfeld and Paris, 2004) involvement in their learning process. It can be said further elaborates student engagement through three that e-learning is a learning process that uses internet dimensions: behavioural engagement, emotional technology to send a series of solutions and engagement (e.g. attraction, joy, sense of belonging) information that can improve knowledge and skills and cognitive engagement (e.g. student effort to (Rosenberg, 2001). Differences in traditional learning complete the task and strategy used in learning). This with e-learning are students can be independent at a has a positive impact on students' self-development certain time and responsible for the learning process; both short and long term as individuals. The change the atmosphere will force students to play a more of learning paradigm toward student entered learning active role. (Cisco, 2001) state that e-learning is the is expected to encourage students to be actively delivery of information, communication, and involved in building their knowledge, attitude and education online, as well as through the media a set behaviour. In this learning process, students get the of tools that support. There are three things that opportunity and facilitated to build their own become a requirement in designing e-learning is knowledge so as to gain a deep understanding which simple, personal, and fast (Purbo, 2002). A simple will ultimately improve the quality of students system will allow learners to take advantage of (Harden and Crosby, 2000). existing technologies and menus. The personal Therefore, there needs to be a strategy to requirement means that the teacher