PERCEPTION OF UNDERSTANDING ABILITY OF REDOX CONCEPT ON STUDENT E-LEARNING OUTCOMES

The application of e-learning greatly impacts the ability to understand concepts and student learning outcomes. The purpose of the study was to determine 1) the prerequisite test of research instruments 2) the perception of the ability to understand redox concepts in e-learning based on indicators of learning stimuli, responses, and evaluations. 3) the relationship of understanding redox concepts to student learning outcomes. The method used is descriptive quantitative, in-class X MIA at MAN Tangerang, 38 students were selected by purposive random sampling. Data collection was carried out through a questionnaire using a Likert scale. The results showed that the prerequisite test was declared valid, reliable, and normally distributed. Student perceptions generally agree based on learning stimulus indicators as much as 71.025%; response 71.075%; evaluation 62.475%. Students give full attention during learning, participate actively during discussions, and understand redox concepts. Understanding redox concepts on student learning outcomes has a significant relationship (strong and positive), seen from the value of sig. (2-tailed) of 0.000 less than 0.05, Pearson correlation of 0.967 greater than 0.329 (significance 5%). The results of this study serve as scientific information on e-learning for chemistry subject teachers in improving the learning process.


INTRODUCTION
E-Learning is a learning process utilizing electronic information packages for the benefit of learning and education that can be accessed by students, anytime and anywhere based on ICT 1 . However, in reality, online learning still has many obstacles, students experience difficulties in terms of interaction, there is no guidance from the teacher so the subjects studied have problems that have a real impact on interest and learning achievement 2 . The online 1 Paulina Pannen et al., Panduan Pelaksanaan Pendidikan Jarak Jauh 2016  learning process can have an impact on students' interests and learning achievement 3 . The lack of interaction and interest in learning is due to the learning model provided by the teacher has not been able to provoke students to be active in the learning process which leads to not being motivated to be actively involved in the learning process. If these problems are left unchecked, it will hurt the quality of education.
Student perception is one factor that influences academic success. Perception is an essential psychological aspect for an individual in concluding information and interpreting a message by observing an object, event, or relationship through the five senses 4 . The indicators of an individual's perception are as follows: (1) the perceived object which gives rise to a stimulus; (2) response; and (3) evaluation 5 . As a result, it is critical to understand the perception of learning based on stimulus indicators, responses, and student evaluations. Students' learning outcomes are one of the final results that serve as a barometer for the success of their learning. Learning outcomes are changes in an individual's behavior that occur due to the learning process in the cognitive, affective, and psychomotor domains 6 . Learning outcomes that become the subject of learning assessment are new abilities acquired by students due to their participation in the teaching and learning process and learning experiences 7 . After completing the learning process, learning outcomes can be determined and measured using learning outcomes tests 8 .
In learning redox reactions, students are not only required to know what a redox reaction equation is but students are required to describe balancing redox reactions, determining reduction, oxidation, reducing agent, an oxidizing agent as well as increasing and decreasing oxidation numbers as well as their application in everyday life. Oxidation-reduction (redox) is one of the chemical concepts that is still considered difficult by students. Many find it difficult to determine which reaction undergoes oxidation or reduction 9 . Concept difficulties and errors occur because students tend to memorize and do not understand concepts well, so they are easy to forget and have difficulty working on problems 10 . Therefore, it is important to know the Motivasi Belajar Dan Prestasi Belajar Siswa Dimasa Pandemi Covid-19," Jurnal Basicedu 5, no. 3 (2021) students' ability to understand redox concepts. However, this material is very difficult for students to bring up and hone their understanding of their concepts.
Based on the results of initial observations that have been carried out in one of the MAN Tangerang schools on the learning process, it was found that teachers still use conventional methods, media, and printed books. This book still does not touch the microscopic aspects, producing a misconception. This results in an unbroken chain of conceptual errors and impacts on students' understanding of concepts. Besides, the impact of the pandemic has also changed the teaching and learning system in offline classes to become online. The use of technologybased media is expected to increase students' understanding of concepts because flexible online media can be used repeatedly according to the readiness and willingness of students. Repeated learning with high frequency can foster understanding of concepts.
Currently, e-learning-based learning research is a trending topic, including; Sappaile (2019) only discusses the relationship between understanding the concept of comparison with the learning outcomes of stoichiometric chemistry 11 ; Herlina & Loisa (2020) discusses the perception of the ability to understand mathematical concepts in e-learning learning on learning achievement 12 ; Permatasari & Muda (2021) only discusses the application of flipped classrooms as a learning solution during a pandemic 13 ; Hatimah & Khery (2021) discusses understanding concepts and scientific literacy in the application of android-based chemistry learning media 14 . However, research on the perception of the ability to understand redox concepts in e-learning on student learning outcomes is still very limited. Therefore, this research is very necessary. With this research, it can be seen that the instrument prerequisite test will be carried out, the perception of the ability to understand redox concepts based on indicators of learning stimulus, response, and evaluation, besides that it can be seen the relationship and influence between the ability to understand redox concepts on student learning outcomes. The purposes of this study: 1) Test the instrument prerequisites, 2) Analyze the perception of the ability to understand redox concepts based on indicators of learning stimulus, response, and evaluation, 3) find out the relationship and influence between the ability to understand redox concepts on student learning outcomes in the application of e-learning platforms. madrasa. This research is expected to be useful in creating interesting, critical, innovative learning and great potential in building 21 st -century skills so that it can print a generation of nations that are by the demands of the 21 st -century.

RESEARCH METHODS
This study uses a quantitative descriptive method because it analyzes numerical data into a data description 15 . The subject of class X MIA MAN in Tangerang technique by takes into account the considerations made by the researcher 16 . The researcher aims to use purposive random sampling so that the sample is by the research objectives. A sample of 38 students consisted of 13 boys and 25 girls and had participated in online redox learning, took a redox concepts test, and filled out a questionnaire.

Data Collection Instruments and Techniques
Collecting student perception data using an instrument in the form of a questionnaire determines the ability to understand students' redox concepts. The test instrument consists of 12 items questions arranged based on the modification of Walgito's theory (2010) which includes 3 indicators, namely learning stimuli, learning responses, and evaluation of learning outcomes 17 . The questionnaire instrument was given in a google form distributed through a WhatsApp group. The instrument was arranged using a Likert scale from 1 to 5 18 . According to Sugiyono (2011), the Likert scale is a scale used to measure attitudes, opinions, and perceptions of individuals or groups about a phenomenon 19 .

Stages of redox learning using the Madrasa e-learning platform
First, determine variable X (ability to understand concepts) and variable Y (learning outcomes). Second, students participate in redox learning using the Madrasa e-learning platform. Furthermore, students are given a written test consisting of 20 multiple choice questions after the learning process is complete. The chemical test instrument with the redox concept consists of a level (C3) to calculate and determine, a level (C4) to analyze, and a level (C5) to conclude. This test is carried out to get the value of student learning outcomes. Then the distribution of questionnaires to determine the ability to understand the redox concept of these students. I can rework other questions of the same type. 12.
Online learning makes me even more active in learning.

Data analysis technique
Data on student perceptions of the ability to understand redox concepts obtained were analyzed and then the results were tested for prerequisites, namely validity, reliability, and normality tests using SPSS (Statistical Program for Social Science). Next, the percentage is calculated using the following formula 20 : = × 100% explanation: P = Percentage Numbers; f = Obtained raw score; N = The best score in the questionnaire

Instrument Prerequisite Test Results
The results of the instrument prerequisite test include the validity, reliability, and normality tests of table 2. Based on table 2, the validity of the 12 items in the form of positive statements shows that the calculated r-value for all questions is more significant than 0.329 (r arithmetic > 0.329), and the r table value for n 36 at 5% significance is 0.329. This shows that the question instrument is declared valid. Items are displayed valid if the r count is greater than the r table 21 consistently reliable. The questionnaire is reliable if the Cronbach's Alpha value is > 0.60 22 . The results of the normality test used the Kolmogorov-Smirnov test. The hypotheses to test the normality of the data are H0 (data not normally distributed) and H1 (data normally distributed). The test criteria used are if the probability value (sig.) is greater than 0.05, then H1 is accepted (normally distributed data), H0 is rejected 23 . Based on the results of the Kolmogorov-Smirnov normality test in table 2, the Asymp value is known. Sig. (2-tailed) of 0.384 has a value greater than 0.05, it is concluded that the data from the prerequisite test of the research instrument, namely the validity of 12 questions, is declared valid, reliable, and normally distributed or student learning outcomes are normally distributed.

The results of the perception of the ability to understand redox concepts
The results of the perception of the ability to understand redox concepts are in table 4. Based on table 4, the average stimuli indicator answered with a score greater than 3 (71.025%). This shows that in general students are enthusiastic about taking redox material chemistry lessons using the Madrasa e-learning platform, feel not bored, focus on listening to the material, and are motivated to analyze the answers to the sample questions given, and repeat the material on their own accord. Previous research stated that fun learning can increase students' interest and motivation in carrying out learning activities 24 . The better the quality of online learning, the higher the interest in learning 25 . If interest in learning is high, students can maximize their potential 26 . Besides that, curiosity grows from within, encouraging students to reach an understanding 27 . However, some students are indicated otherwise and are not motivated to participate in online learning. This is indicated by the response of students answering less than 3 (7.25%). The importance of creativity from an educational point of view lies in its power to find solutions creatively 28 . Critical thinking skills can also be applied in literacy both in social and digital environments, namely the ability of students to think critically about the information received.
The average student responses indicator answered with a score greater than 3 (71.075%). This shows that in general students are actively participating in learning, actively participating in discussions, actively asking when there is a material that has not been understood, and can reexplain the material that has been delivered, and feel more understanding of the material after the discussion. Previous research stated that even though they are e-learning, they still convey their ideas and opinions to create an active and two-way learning atmosphere. Collaboration is a communication relationship between two or more individuals in a social environment, such as in a group learning environment. Communication between students or students with teachers is very important because communication is defined as the ability to convey information to others both orally and in writing 29 . However, some students indicated otherwise and were not active during learning. This is indicated by the response of students answering less than 3 (4.625%). Cultivating student curiosity is an important factor in improving students' persistence, creativity, and success 30 . Curiosity is a personality trait that encourages students to ask exploratory questions and develop creative solutions to problems 31 . The ability to think analytically is also essential in the educational process 32 . Analytical thinking is defined as integrating a concept with relevant data, which necessitates higher-order thinking abilities 33 . Analytical thinking related to students' scientific attitude to solve problems in the twenty-first century can improve analytical thinking 34 . Technology-enhanced pedagogy, if properly integrated into learning can improve student learning performance 35 .
The average evaluation indicator answered with a score greater than 3 (62.475%). This shows that generally, students feel confident in answering questions, can understand the material better, can analyze and solve problems in answering questions, and can rework questions of the same type. Previous research stated that the learning process can be said to be successful when the learning process is fun so that students can be active, creative, and able to solve the problems given. Problem-solving skills are the most complex level of student cognitive activity because they require creativity in solving these problems. The importance of creativity from an educational point of view lies in its power to find solutions 36 . However, some students indicated otherwise which did not make them more active in learning. This is indicated by the response of students answering less than 3 (4.575%). Teachers can design more projectbased learning so that students are trained in their creativity to find answers or solutions to a problem 37 . Evaluation activities can help students develop an honest attitude because later students will convey their experiences openly during the learning process 38 . In general, it can be concluded that the perception of the ability to understand redox concepts using the Madrasa e-learning platform based on indicators of student learning stimuli was answered on average with a score greater than 3 (71.025%); response indicator (71.075%); learning outcomes evaluation indicators (62.475%). This shows that students generally pay full attention during learning, participate actively during discussions, and understand redox concepts.

Ability to understand redox concepts on student learning outcomes
Ability to understand redox concepts on student learning outcomes table 5. Based on table 5, it is known that the standard deviation value is smaller than the average value (mean). This shows that the distribution of student learning outcomes data groups is included in the fairly good category. The relationship between the ability to understand redox concepts in online learning and student learning outcomes table 6. Pearson Correlation test results show that there is a very significant correlation (strong and positive) between the ability to understand concepts (variable X) and learning outcomes (variable Y), seen from the sig value. (2-tailed) of 0.000 < 0.05, Pearson correlation of 0.967 > 0.329 (ttable) at 5% significance. Based on the data analysis, it indicates that the correlation between the ability to understand redox concepts and student learning outcomes has a very significant relationship. The results of the t-test have a sig value of 0.000 < 0.05, so the perception of the ability to understand concepts in e-learning has a significant effect on the value of learning outcomes.
The perception of the ability to understand redox concepts in learning using the Madrasa e-learning platform has a very significant influence on student learning outcomes with a sig value of 0.000 <0.05 with a correlation coefficient value of 0.967 which means it is strong and positive and the determination is 96.7% which means that 96.7% of the perception variables of understanding the redox concept have a contribution in explaining learning outcomes. Students who have good conceptual understanding skills will get good learning outcomes as well. These results are following the results of research by , that there is an influence of e-learning media on mathematics learning outcomes 39 . In line with that, electronic learning has a positive and significant effect on the quality of learning 40 . The digital project-based learning model can improve ICT literacy, interest, and student motivation. Students become more active, creative, and motivated to produce something useful 41 . Implementation of ICT literacy as an element of classroom learning is the key to producing graduates who can compete in the future 42 . In addition, mastering ICT literacy helps students and teachers in presenting information in an interesting, effective, and efficient manner, so that information can be more easily understood 43 . So, in general, it is concluded that the ability to understand redox concepts on student learning outcomes has a significant relationship and influence (strong and positive), seen from the sig value. (2-tailed) is 0.000 < 0.05, Pearson correlation is 0.967 > 0.329 (significance 5%).

CONCLUSION
The research instrument prerequisite test results, namely the validity of 12 questions, were declared valid, reliable, and normally distributed. Perceptions of the ability to understand redox concepts in e-learning based on indicators of student learning stimuli answered on average with a score greater than 3 as much as 71.025%; response indicator 71.075%; learning outcomes evaluation indicators 62.475%. This shows that students generally give full attention during learning, participate actively during discussions, and understand redox concepts. The ability to understand redox concepts on student learning outcomes has a significant relationship and influence (strong and positive), seen from the value of sig. (2-tailed) is 0.000 < 0.05, Pearson correlation is 0.967 > 0.329 (significance 5%). This research is limited to learning redox material chemistry. It is hoped that further research can be carried out on learning chemistry in other materials that are integrated with the STEAM digital project to develop students' critical thinking skills.