Effectiveness of Using Hypercontent Based E-Module to Improve
College Students’ Critical Thinking Skills
PUJIATI
Department of Economic Education, University of Lampung Bandar Lampung City
INDONESIA
FANNI RAHMAWATI
Department of Economic Education, University of Lampung Bandar Lampung City
INDONESIA
RAHMAWATI
Department of Economic Education, University of Lampung Bandar Lampung City
INDONESIA
ALBET MAYDIANTORO
Department of Economic Education, University of Lampung Bandar Lampung City
INDONESIA
Abstract: - This study aims to determine the effectiveness of using hypercontent based e-module to
improve college students' critical thinking skills on curriculum and learning subjects. The method used
in this study is a quasi-experimental design with a pretest-posttest control design. The findings of this
study show that: 1) E-module can be stated as good quality, but it needs to be developed more, 2)
having learnt by using hypercontent based E-Module, college students' critical thinking skill is
effective, 3) the responses of college students toward hypercontent based E-Module development can
be accepted well and positively by them. The conclusion of hyperconternt based E-Module effectively
improves college students' critical thinking skills.
Key-Words: E-Module, Hypercontent, Critical Thinking
Received: July 15, 2021. Revised: February 22, 2022. Accepted: March 26, 2022. Published: April 21, 2022.
1. Introduction
The rapid development of science and
technology currently has an impact on
education. Learning motivation is required to
create college students who can compete. One
of the ways is by having critical thinking skills
in college students. The development of
instructional media designs students involved
in the learning process, namely building and
discovering the concepts of the material taught
to have thoughts, problem-solving and
communication skills. Currently, curriculum
and learning subject does not use innovative
learning media, either textbooks or modules.
Interactive E-Module is a learning material
that consists of material, methods, limits, and
ways of evaluating designed systematically
and attractively to achieve the subject's
competencies that have been set by the rate of
complexity [1]. This can be conducted by
improving critical thinking skills by applying
the E-Module with the Hypercontent
approach. Critical thinking, such as the
concept of education, has been defined by
writers and researchers [2, 3]. Further study is
developing E-Modules oriented on problem-
solving to improve college students' critical
thinking skills. The E-Module can help college
students learn independently to find concepts
from the material [4].
The module can be used as a medium in
learning designed to help college students ease
the material understanding process to master
learning objectives. An electronic module
called an E-Module, is a form of printed
module innovation that utilizes technology that
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.9
Pujiati, Fanni Rahmawati,
Rahmawati, Albet Maydiantoro
E-ISSN: 2224-3410
80
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college students can use to learn
independently. E-Module is one of the
teaching materials entirely and systematically.
It contains a set of planned learning
experiences and is designed to help college
students master the learning objectives
specifically [5, 6]. In addition, an electronic
module or e-module is information collected
in the form of a book structure that is
presented electronically by using a hard disk,
diskette, CD, or Flash disk and can be read by
using a computer or other electric book
systems [7].
In line with this, the e-module is designed
in the form of electronic learning media [8].
Learning media is everything that can be used
Learning media can be used to deliver
messages (teaching materials) to stimulate
interest, thought, and college students' sense of
learning activity to achieve learning
objectives. This is why e-module becomes an
alternative to learning. Module and e-module
contain the same learning material that has
been designed for the need of college students'
competencies. Explained by the interactive e-
module, it is a teaching material that consists
of material, method, limits, and ways of
evaluating designed systematically and
attractively to achieve the subject's
competencies that have been set by the rate of
complexity [1]. According to the previous
explanation, it can be seen that an e-module in
its use requires computer components. E-
Module is a form of a module that is more
practical, interactive and innovative.
Hypercontent approach or commonly
called as Hypercontent design instruction is a
concept connected to material to other
materials in a certain technology system.
Hypercontent design This type of concepts
comprises upon text and multimedia elements
like audio, video, pictures and graphics [9].
According to this idea can be seen that
Hypercontent combines multimedia concept
such as audio, video, picture and graphic.
Module with Hypercontent approach
contains of various contents that related one
another and users can start freely which
content will be open the first. Hypercontent-
designed instruction also has units, modules,
and topics. First, modules are identified and
organized into units of similar content. Next,
topics related to the module are identified and
learning experiences are designed and
produced. These topics are presented using
text, audio, graphics, pictures, and video.
Finally, a module assessment activity is
developed. This assessment is designed to
determine if a student has successfully
completed and understands the module
satisfactorily. If so, the student moves to the
next module in the sequence of modules [10].
In line with above notion, topics of
hypercontent designs can be studied randomly
and in a non-sequential way. They state
additionally that students within their
framework and had a control over the studied
topics and they can do this without the direct
control of instructor. This type of concepts
comprises upon text and multimedia elements
like audio, video, pictures and graphics [11].
The contents that presented with
Hypercontent approach including several
things: The hyper content will be inserted in
SLM in two formats; short link (short URL)
and QR Code. Therefore, during this third
session, instructor also taught about how to
create a short link (short URL) and QR Code
using free QR Code generator. Hypercontent
can be presented by using website link (short
URL) and using QR Code [12].
In facing competition in this era college
students must have critical thinking skill. This
definition leads to the conclusion that critical
thinking is the practice of processing this
information in the most skillful, accurate, and
rigorous manner possible, in a way that it will
lead to the most reliable, logical, and
trustworthy conclusions, by which one can
make responsible decisions about one’s life,
behavior and actions with full knowledge of
assumptions and consequences of those
decision [13]. It is accordance with an
argument that says critical thinking and
creative thinking have important roles in
education and is a main objective of learning
in which consists of four important
components to improve the skill namely (a)
explain and clarify; (b) ask with the right
questions to clarify or challenges; (c) consider
the credibility of sources; (d) problem solving
and take conclusion [14].
Critical thinking can help students improve
intellectual, leadership, competitive soul,
creative, discipline, independent and many
more as stated that understanding comes when
students develop critical thinking skills which
go beyond intellectual brilliance and capacity
as they also embrace leadership,
companionship, courage, creativity,
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.9
Pujiati, Fanni Rahmawati,
Rahmawati, Albet Maydiantoro
E-ISSN: 2224-3410
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perseverance, discipline, freedom, honesty,
maturity, integrity, autonomy, transformation,
discernment, and empathy [15].
Critical thinking skill with subject matter is
not executive or special rather than
complementary [15]. It is commended by
critical thinking idea, is an important
component of professional competencies [16,
17]. In accordance with both ideas, problems
that faced in human reality has different
perspective in order to have critical thinking is
one of the ways to solve effectively [18].
Therefore, we can see that critical thinking
skill is a matter that needs to be improved in
learning, there are six critical thinking rate as
follows [19], a) unreflective thinking, b)
challenged thinking, c) beginning thinking, d)
practicing thinking, e) advanced thinking, f)
accomplished thinking.
Critical thinking includes the skill of
recognizing matter deeper, finding way to
solve it, collecting relevant information,
recognizing assumption and values attached in
belief, knowledge, or conclusion. It is also
delivered that critical thinking skills involve
identification and analysis of informational
sources for credibility, indicating previous
knowledge and making connections and
deducing to conclusions [20].
E-Module innovation uses a Hypercontent
approach by creating electronic module that
contains various contents that can be accessed
users to see or obtain information complexly
and completely related to subject matter in
order to improve college students’ critical
thinking skill. The use of tools facility and
information source that used properly in
accordance with the context and its content.
Those tools used to the following activities:
first, using website such as www, http, https,
and the other to display a term or scientist
theories and journal as well as the lattest
article in accordance with the subject matter.
And then, using Hypertext with blue link and
if it is clicked can access directly to the page.
Next, using QR Code or barcode that can be
scanned by users so that access directly to
certain information provided. In addition,
Hypercontent can use video channel, youtube
channel to show learning video, subject matter
and lattest information showed by its video.
E-Module with Hypercontent approach can
improve critical thinking skill refers to the
notion that says college students who want to
improve critical thinking skills can use
keywords in obtaining material that connected
to every subject [21, 22]. It is the same as the
concept of Hypercontent that shows learning
material through various contents that can be
accessed by users to obtain information related
to learning material.
According to above analysis, the aim of
this study is to recognize the effectiveness of
using Hypercontent based E-Module to
improve college students’ critical skill on
curriculum and learning subject in economic
education study program (PSPE), social
science department, teacher education faculty,
University of Lampung.
2. Method
The method used in this study is a quasi-
experimental design with a pretest-posttest
control design. To see the effectiveness of
using the learning module to use the t-test,
before it is tested, the prerequisite test analysis
must be conducted by using the following test:
2.1. Normality Test
This test is used to determine whether the data
is normally distributed or not. In this study the
normality test uses SPSS 26. The testing steps
are as follows.
a. Determine the hypothesis of Ho: H1
normally distributed data: data not
normally distributed.
b. Significance rate (α 5% 3) Ho is rejected if
sig (p) ≤ 0,05 4) concludes (a) if sig (p) >
0,05 then Ho is accepted and H1 is
rejected (b) if sig (p) ≤ 0,05 so Ho is
rejected and H1 is accepted.
2.2. Homogeneity Test
This test is used to determine whether the
study sample has the same variance or not. If
the groups have the same variance, then the
group is called as homogeneous. The testing
steps are as follows.
a. Determine the Ho hypothesis: the variance
between groups is the same as H1: there is
at least one different variant
b. Significance rate (α) 5%
c. Ho is rejected if sig (p) ≤ 0.05
d. Take conclusions a) If sig (p)> 0.05 then
Ho is accepted and H1 is rejected b) If sig
(p) ≤ 0.05 then Ho is rejected and H1 is
accepted
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.9
Pujiati, Fanni Rahmawati,
Rahmawati, Albet Maydiantoro
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2.3. Hypothesis test
If the requirement is fulfilled that the sample
comes from a normal and homogeneous
population then the effectiveness test will be
carried out with the right-side t-test. The steps
are as follows.
a. Determine the hypothesis of Ho = there is
no significant difference in the average
learning achievement between the control
class and the experimental class of H1 =
The average learning achievement of the
experimental class is higher than the
control class
b. Significance rate (α) 5%
c. Take conclusion a) If t arithmetic> t table,
then Ho is rejected and H1 is accepted b)
If t arithmetic ≤ t table, then Ho is
accepted and H1 is rejected
3. Results and Discussion
Based on the results of the analysis of study
data, the effectiveness of hypercontent-based
e-module test results to improve critical
thinking skills are as follows:
3.1. Media Effectiveness Test
To test the effectiveness of the e
curriculum and learning module media with
the hypercontent approach that has been
developed is by conducting an achievement
test. To do this competency test involves two
classes, namely class A that uses the e-module
of curriculum and learning media with a
hypercontent approach that was developed
(experimental class), while in class B uses
power point media (control class). The
questions for achievement test as many as 20
items. Data on the results of the achievement
test on students can be seen that the average
test score of the experimental class
achievement test (the group subjected to
learning media that developed) is 65.63 in the
pre-test and post-test 85.71. While if seen from
the control class (the group that was subjected
to power point media) showed the pre-test
score for the achievement test was 65.56 and
the post-test score was 78.75.
Meanwhile, to prove the effectiveness of
the use of curriculum and learning e-module
product with a hypercontent approach that was
developed to improve students' critical
thinking skill, t test was conducted.
3.2. Perquisite Test
a. Normality Test
The normality test that is used is the t-test
normality. This test is carried out on a variable
with two or more group data. This study uses
data normality test and variance uses One
Sample Kolmogorov-Smirnov with
significance rate 0,05. The result of normality
test that carried out by using SPSS 26
program. Based on Kolmogorov-Smirnov
normality test, the learning outcome shows
significance rate more than (p>0,05), so that
the data has normal distribution or has normal
data distribution.
3.3. Homogeneity Test
Homogeneity test is used to determine
whether the population variances the same or
not. This test is also the requirement of the use
of t test, if population variances are not the
same, so t test cannot be used as analysis tool.
The result of homogeneity test that carried out
by using SPSS 26 program. Homogeneity test
is used to determine whether sample data
derives from population that has the same
variance. According to above analysis can be
seen that sample has significance rate more
than 0,05 (0,667 > 0,05). It can be concluded
that learning outcome sample from population
has the same variance (homogenous).
3.4. Hypothesis Test
The experimental design used in this study
is the Matching Only pra test-posttest control
group design. The use of this design is to see
the results of the two groups that are compared
statistically in the final condition after the
treatment is given. To find out the final
condition after the treatment is given (between
experiment and control), the post test is given
to both subject groups that are given different
treatment namely learning media. Hypothesis
test in this study used t test. The result of
hypothesis test is analyzed by using SPSS 26
program. Based on this analysis can be seen
that 0,000 < 0,05 means there is significant
difference between experiment class and
control class after given treatment. Because
the average achievement test score of
experimental class (a group given learning
media that is developed) + 87,71 > the average
of critical thinking skill test score of control
class (a group given power point) =76,74 so
can be concluded that the media developed is
effective to improve college students’ critical
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.9
Pujiati, Fanni Rahmawati,
Rahmawati, Albet Maydiantoro
E-ISSN: 2224-3410
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Volume 19, 2022
thinking skill. The comparison of group
average score that uses learning media e-
module of curriculum and learning with
hypercontent approach that is developed and a
group that uses power point media can be seen
on the following picture:
figure 1. The Comparison of Post Test
Average Score Between Experimental Class
and Control Class
3.5. Critical thinking skill and college
students’ responses
Based on the results of the questionnaire
distributed to students of economic education
study programs with a total number of
respondents, as many as 206 with critical
indicators, as many as ten indicators obtained
data as follows:
Table 1. Recapitulation of Students' Critical
Thinking Ability
No
Indicators
Answers number
Respondent
STS
TS
S
SS
1
Basic
Clarification
-
12
158
36
2
Giving reason
to a certain
decision
1
13
156
36
3
Assessment
-
19
121
66
4
Interpretation
-
40
145
21
5
Analysis
-
12
166
28
6
Evaluation
-
19
119
68
7
Inference
-
2
71
133
8
Explanation
-
31
147
28
9
Reflecting
-
11
142
53
10
Criticism
-
18
149
39
Study total
score
Source: Primary Data Processing
Based on above table 1, it can be seen that
most of the respondents have critical thinking
indicators. With the data, we can determine
that the critical thinking skills of PSPE
students have an improvement rate (6629:
8240) x 100% = 80,449%. It means that
respondents or PSPE students have critical
thinking proved by achieving the indicator
with an improvement rate of 80,449%.
This result is supported by an opinion that
says the excellence of E-Module compared to
the printed modules is interactive, easy to
navigate, possible to create a video, audio,
animation, and direct test can get feedback
effectively [23, 24], meanwhile printed
module only contains information and
knowledge in the form of writing and picture
merely. In addition, the developed E-Module
is oriented to the problem-solving model. With
the problems that must be solved
independently, the output will be obtained in
the form of students' critical thinking skills
[23, 25, 26]. Critical thinking includes the
types of thinking involved in problem-solving,
formulating conclusions, calculating
possibilities and making decisions that refer to
the use of cognitive skills or strategies
desirable [27-29].
4. Conclusion
According to the above study and its
analysis, the conclusion is that the use of
hypercontent based e-module can effectively
improve college students’ critical thinking
skills. The media development is carried out
through a development procedure that starts
from the analysis step, design, development,
implementation to learning media evaluation
in the form of curriculum and learning e-
module with the Hypercontent approach. This
explanation proves that economic media
learning by using a developed curriculum and
learning e-module with Hypercontent
approach shows that: 1) E-Module can be
stated as good quality, but it needs to be
developed more, 2) having learnt by using
hypercontent based e-module media, college
students’ critical thinking skill is effective
with score 87,71 3) the responses of college
students toward the development of
hypercontent based e-module can be accepted
well and positively by them that proved with
the achievement of the indicator with
improvement rate by 80,49%.
70
72
74
76
78
80
82
84
86
88
Experiment Class Control Class
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WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.9
Pujiati, Fanni Rahmawati,
Rahmawati, Albet Maydiantoro
E-ISSN: 2224-3410
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