Effect of cooperative e-learning model by eLMA on its level of students understanding and self-regulated learning at basic chemistry course

This study sought to investigate the effect of Cooperative e-Learning by eLMA as an online learning platform in their student’s understanding and self-regulated learning. With an implementational of Cooperative e-Learning at a university, this study was performed with a Pre-experimental One Group Pretest-Posttest Design which implemented in two selective sections in The Basic Chemistry course, especially in stoichiometry and reaction rate topics. The sample research was 40 students who participated in the Basic Chemistry course at Universitas PGRI Madiun. The research instrument that was used as a measurement of student understanding was 49 multiple choices test questions and 28 questions questionnaires which were analyzed as a self-regulated learning parameter. Research data were analyzed by descriptive analysis, paired sample t-test, and N-gain score. The results of the pretest and posttest showed that cooperative e-learning had a significant effect on student understanding (p=0.000) and student self-regulated learning (p = 0.003). Students’ understanding showed enhancement which was indicated by an increase of pretest average score from 40 being to 58 in the posttest. So as students’ self-regulated learning scores showed enhancement which was indicated by the increase of average pretest score from 77 being to 84 in the posttest. The N-gain score shows that the level of effectiveness of cooperative e-learning on student understanding and student self-regulated learning is medium. So it can be concluded that the application of cooperative e-learning has an effect on improving student’s understanding and self regulated learning.