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Advances in Social Sciences Research Journal – Vol.8, No.1

Publication Date: January 25, 2021

DOI:10.14738/assrj.81.9636.

Sihotand, H., Harefa, N., Purba, L. S. L., & Murniarti, E. (2021). Concentration Of Student’s Learning Through Utilization Of Quizlet

Application On Learning Evaluation. Advances in Social Sciences Research Journal, 8 (1) 589-598.

Concentration Of Student’s Learning Through Utilization Of Quizlet

Application On Learning Evaluation

Hotmaulina Sihotang

Magister of Educational Management, Postgraduate Programs

Universitas Kristen Indonesia, Jakarta

Nelius Harefa

Chemistry Education Study Program, Universitas Kristen Indonesia, Jakarta

Leony Sanga Lamsari Purba

Chemistry Education Study Program, Universitas Kristen Indonesia, Jakarta

Erni Murniarti

Magister of Educational Management, Postgraduate Programs

Universitas Kristen Indonesia, Jakarta

ABSTRACT

Concentration of student’s learning is an important variable that can

affect cognitive, affective, psychomotor, and students' scientific process

skills. In efforts to improve the concentration of student’s learning can

be done by applying models, media, and learning strategies. In the

study, interpretation and analysis of data increases the concentration

of student learning by utilizing learning media based on the Quizlet

application. Data of interpretation and analysis has showed that there

was an increase in the concentration of student learning by using the

Quizlet application in indicator of the attention gains value of 0.78 in

the high category, an indicator of understanding with 0.77 in the high

category, an indicator of activeness with 0.77 in the high category,

accuracy indicators with 0.76 in the high category, and indicators of

calm with 0.78 also in the high category. Thus, based on the

interpretation of the values, it concludes that the application of Quizlet

has the capability to improve the concentration of student’s learning.

The highest increase in learning concentration with the use of the

Quizlet application as indicators of attention and calm gains value of

0.78 in the high category. On the contrary, the lowest increase in

learning concentration with the use of the Quizlet application on

accuracy indicators with a gain value of 0.76 in the high category.

Based on the interpretation and analysis of the value of each indicator

gain, it is concluded that the application of Quizlet can improve student

learning concentration.

Keywords: Quizlet Application, Learning Evaluation, Students’ Learning

Concentration

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Advances in Social Sciences Research Journal (ASSRJ) Vol.8, Issue 1, January-2021

INTRODUCTION

Learning concentration is a skill derives from student’s behavior in the form of mastery, use, and

assessment of basic attitudes and values, knowledge, and proficiency (Slameto, 2010). This skill is

identical to the behavior of a student and can be observed through the changes. The concentration

of learning is one of the variables that are important to control the learning process. Increasing

concentrations of study affect cognitive, affective, psychomotor, and science process skills of

students. Student's learning concentration can affect their understanding of the material, by which

the students with high learning concentration find it easier to understand learning material

(Aviana & Hidayah, 2015).

Concentration of learning is the same as student achievement, students with good learning

concentration have an easier time understanding the material, which certainly has an impact on

increasing their learning achievement (Murti, 2018). In addition, the student learning outcomes

can be influenced by the concentration of study, students who have learned good concentration

generally obtain good learning outcomes (Ningrum, 2019; Murniarti,E,2020). Therefore, it takes

effort to increase the concentration of student learning so that the learning process can be

effective, efficient, and meaningful.

Many efforts can actually be made to increase learning concentration, for example, such as the use

of learning media, implementing appropriate learning models, and implementing appropriate

learning strategies (Adinata, 2017). Purba (2019) states that evaluation of learning assisted by the

quizziz application can increase student learning concentration. Learning with the Picture and

Picture method can increase students’ learning concentration (Haryadi, 2017). The use of KMS

(Kartu Menuju Sejahtera) media based on group counseling can increase student learning

concentration (Ikawati, 2016). Meanwhile, the brain gym strategy is effective in increasing student

learning concentration (Nuryana & Purwanto, 2010).

In addition, integrated learning in arts such as crafts can increase student concentration in

learning (Suhesty, et al., 2018). The application of Numbered Head Together (NHT) cooperative

learning can increase student learning concentration (Mahampang, 2015). Meanwhile,

implementing the discovery learning model can increase student learning concentration (Jamhal &

Jusriana, 2015). Likewise, the implementation of problem-solving learning models, student

learning concentration can be improved by giving the right problem (Thohir, 2013; Günter, T., &

Alpat, S. K., 2017).

On the other hand, learning concentration can be influenced by several factors including the

lecture time and classroom environment (Izzati, 2014; Lamba, et al., 2015), traffic and

environmental noise (Halil, et al., 2015; Yusuf, et al., 2018), patterns in having breakfast for

students (Akbar, 2015; Risda, 2019), social interaction (Nuraida, et al., 2014), incidence of

insomnia (Olii, et al., 2018), learning motivation and the insufficient of learning equipments

(Dores, et al., 2019). These factors can lower the concentration of students learning if not properly

controlled. These inhibiting elements are factors that are difficult to control by the teacher,

considering that most of these factors are internal factors of students and complex environmental

factors. Application of learning media, learning models, and interactive learning strategies are

expected to minimize the inhibiting factors and elevated concentrations stimulate student

learning.

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Sihotand, H., Harefa, N., Purba, L. S. L., & Murniarti, E. (2021). Concentration Of Student’s Learning Through Utilization Of Quizlet Application On Learning

Evaluation. Advances in Social Sciences Research Journal, 8 (1) 589-598.

URL: http://dx.doi.org/10.14738/assrj.81.9636. 591

The application of interactive learning media and integrated internet of things can improve

cognitive, affective, psychomotor aspects, and science process skills. The use of exe media can

improve students’ generic skills (Harefa & Suyanti, 2019). The use of the kahoot application in

learning evaluation can increase student motivation (Purba, et al., 2019). Meanwhile, the

application of Sway media integrated project-based learning models can improve student learning

outcomes (Harefa, et al., 2019). Thus, integrated media of internet of things such as the Quizlet

application can be applied to stimulate improvement in cognitive, affective, psychomotor aspects,

and science process skills.

The Quizlet application is a simple application that can be used as a learning medium and can be

accessed via a smartphone and is in the form of a game (Wolff, 2016). This application

accommodates students for independent learning and accommodates visual, audio-visual, and

kinesthetic learning styles (Sari, 2019). This media can contain a variety of information that

students can use to support learning (Hikmah, 2019). This media can affect students’ learning

attitudes, with the application of Quizlet media students are open to the learning process (Cinar,

2018). In addition, student collaboration can be formed more optimally with the application of

this media (Troussas, et al., 2017; Setyaningrum, et al., 2019). Meanwhile, the Quizlet application

can improve student learning responses to vocabulary understanding (Cha, Y. (2020), with this

increase the learning process is more interesting and the discussion process can be effective and

meaningful (Sodin & Dirgantoro, 2019). In this study, the application Quizlet is applied in an effort

to increase student learning concentration.

METHODS

This research was conducted at Abdi Siswa Bintaro Senior High School, Tangerang from October -

December 2019. The research sample was X MIPA 1 students who were selected using purposive

sampling technique. The evaluation of learning applied to the research sample was carried out

using the Quizlet application on the basic legal material for chemical calculations. Through the

utilization of the application, the concentration of student learning analyzed by the study design

one group pre-post-nontest nontest design as shown in Table 1.

Table 1. Research Design

Pre-nontest Treatment Post-nontest

X1 Q X2

Description:

X1 = student’s pre-nontest score

X2 = student’s post-nontest score

Q = Quizlet application

The research instrument is a questionnaire drafted with the option refers scale Linkert strongly

agree, agree, disagree, and strongly disagree (Sugiyono, 2014). The research instrument consisted

of 25 statements with a maximum score of 100 and a minimum score of 5. The statements were

prepared referring to indicators of student learning concentration as in Table 2.