The manuscript was received on August 8, 2022; revised September 20, 2022; accepted October 26, 2022.
Abstract—From observations in the last three years, the
average score of informatics engineering students at Universitas
Pancasila in Mathematics is 70% below 50. The above analysis
requires research to develop a learning model using structured
assignment method–based modules to improve calculus
learning outcomes. The modules are equipped with an
understanding containing examples of questions and their
solutions with sequential stages and structured assignments as
practice questions that must be submitted before the
subsequent lesson begins. They are also equipped with pretests
and posttests. Learning Management System (LMS) and
Information and Communications Technology (ICT)–based
support this blended learning. The research method uses the
research and development (RandD) method with its
implementation combining two learning development models,
namely, the Borg and Gall and Dick and Carey models. The
effectiveness of the product was tested by four experts to
determine the validity of the test. The application of the calculus
learning model employing structured assignment
method–based modules is effective for improving calculus
learning outcomes. The results of the product effectiveness test
revealed an increase of 20.33 points, with an increase in the
average score after using the module of 87.67, with the number
of students declared complete by 96% compared to the average
score before of 67.34, with the number of students declared
complete by 70%. The improvement in the calculus learning
outcomes appears significant. Therefore, this model can be used
for offline and online learning.
Index Terms—Calculus, blended learning, structured
assignments based–modules, learning outcomes
The authors are with Universitas Negeri Jakarta, Indonesia.
*Correspondence: Andiani_7117157700@mhs.unj.ac.id (A.)
Cite: Andiani*, Nurdin Ibrahim, and Rusmono, "Improving Calculus Learning Outcomes Using Structured Assignment Methods–Based Modules," International Journal of Information and Education Technology vol. 13, no. 6, pp. 882-889, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).