Aldi Fahrur Rahmanda, Heri Yudiono, Abdurrahman Abdurrahman

The Effect of Moodle-Based LMS on the Cognitive Competence of Electronic Fuel Injection System Maintenance in Students of SMK Muhammadiyah 2 Semarang

Introduction

The effect of moodle-based lms on the cognitive competence of electronic fuel injection system maintenance in students of smk muhammadiyah 2 semarang. Discover how a Moodle-based LMS significantly improves vocational students' cognitive competence in Electronic Fuel Injection (EFI) system maintenance at SMK Muhammadiyah 2 Semarang.

Abstract

The advancement of technology in education requires innovative teaching methods, especially for practical subjects such as the maintenance of the Electronic Fuel Injection (EFI) system in Vocational High Schools. This study aims to examine the impact of a Moodle-based Learning Management System (LMS) on the competence of students in periodic maintenance of the EFI system. The research explores how the implementation of a validated LMS affects the academic performance of students. The data was collected through tests to assess learning outcomes after using the LMS. The results were analyzed in two phases: preliminary tests and data analysis. The preliminary tests showed positive results, where normality and homogeneity tests indicated that the data were normally distributed and homogeneous. The data analysis, which involved t-tests, revealed significant differences between the posttest scores of the control group and the experimental group. The t-test analysis showed a p-value of 0.00, which is less than 0.05, indicating a significant difference in posttest scores between the experimental and control groups. The n-gain test in the control group showed a value of 0.487, indicating a moderate improvement, while the n-gain test in the experimental group, which used the LMS, showed a value of 0.702, indicating a high level of improvement. Based on the analysis, it can be concluded that the developed LMS has had a significant impact on the learning outcomes of students, reflecting their competence in periodic maintenance of the EFI system.

Review

This study investigates the pertinent and practical application of a Moodle-based Learning Management System (LMS) to enhance students' cognitive competence in Electronic Fuel Injection (EFI) system maintenance within a vocational high school setting. The research effectively addresses a critical need for innovative pedagogical approaches in technology-driven vocational education. Through a well-structured quasi-experimental design, comparing an experimental group utilizing the LMS against a control group, the authors provide compelling evidence of the LMS's efficacy. The preliminary statistical tests, confirming data normality and homogeneity, establish a robust foundation for the subsequent analyses. The core finding, supported by a highly significant t-test (p=0.00), clearly demonstrates a superior improvement in posttest scores for students using the Moodle-based LMS, a conclusion further reinforced by the high n-gain value (0.702) compared to the control group's moderate improvement. While the abstract presents a strong case for the positive impact of the Moodle-based LMS, a few areas could benefit from further elaboration in the full paper. The term "cognitive competence" is used in the title, and the abstract refers to "learning outcomes" and "competence in periodic maintenance." Clarifying the specific constructs measured by the "tests to assess learning outcomes" and how they precisely align with "cognitive competence" would enhance precision. Furthermore, while a "validated LMS" is mentioned, detailing the validation process or its scope would add to the study's methodological rigor. Although the n-gain scores provide an excellent measure of improvement, explicit reporting of effect sizes (e.g., Cohen's d) alongside the p-value and n-gain would offer a more complete picture of the magnitude of the observed difference between the groups, aiding in practical interpretation and future meta-analyses. Overall, this research offers a valuable contribution to the field of vocational education technology, particularly for practical, hands-on subjects. The findings strongly support the integration of Moodle-based LMS as an effective tool for improving student competence in complex technical maintenance tasks. The significant positive impact observed suggests that such systems can play a crucial role in modernizing vocational training and preparing students for the demands of advanced technologies. Future research could explore the long-term retention of these skills, investigate student and instructor perceptions of the LMS experience, or expand the study to different vocational specializations to assess the generalizability of these promising results.

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