Results of Learning Management by Using Seterra Geography Online Games in Conjunction with the e-Learning that Affects Academic Achievement and Attitudes of Students World Regional Geography Subject

Abstract

The objectives of this study were to 1) investigate the learning management model utilizing Seterra Geography Online Games with e-Learning, 2) examine student accomplishment, and 3) analyze learners' attitudes toward teaching and learning through the use of Seterra Geography Online Games and e-Learning. The target group consists of 33 fourth-year students from the Department of Social Studies who are enrolled in the World Regional Geography Subject. Tools used in the research included the following: 1) TQF 3, World Regional Geography, 2) Educational achievement test, 3) Seterra Geography Online Games, and 4) Attitude questionnaire; statistics used for data analysis included the mean (), standard deviation (S.D.), and T-test dependent. Based on the results of the research presented in tabular form and descriptive, it was concluded that studying the learning management model using Seterra Geography Online Games and e-Learning has two models: 1) self-study through e-Learning and 2) teacher instruction in class. As a result, after class achievement was significantly higher than before class at .05 levels. In terms of the use of Seterra Geography Online Games and e-Learning, the students have a positive attitude (= 4.53, S.D.= 0.53) the average of all aspects is at the highest level. Based on participants' opinions, the following five points sum up their views: 1) the game allows students to retain content 2) the game is fun 3) the game can be applied to actual learning 4) it is important that students study before class, then review the lesson again after class and 5) students should have the ability to study according to their needs in light of their current knowledge.