The Effect of Internet Use on Improving Student Learning Outcomes

be concluded that in the learning process by utilizing the internet as a complement to conventional learning can improve student learning outcomes. Thus the internet as a learning resource can improve learning outcomes. This is an open access article under the CC BY-SA license. Copyright © 2021 by


INTRODUCTION
The lack of learning activities can be caused by several factors, including the very minimal supply of learning resources such as books and learning media (Asrial et al., 2020;Komikesari et al., 2020;Yusuf & Widyaningsih, 2020). Even though there are several other media that can be used as a source of learning references, such as using the internet (Binali et al., 2021;Kurniawan & Rofiah, 2020;Simanihuruk & Simanungkalit, 2019). However, in its application the internet is still not used in learning. From the author's observation that learning is still teacher-centered. The learning process must be student-centered (Dumitrescu et al., 2014;Yusuf & Widyaningsih, 2020;Zhang et al., 2020). The teacher is not the only source of learning or information, but acts as a facilitator, evaluator and motivator in learning (Desnita & Susanti, 2017;Dhiu, 2017;Sverdlov et al., 2014). However, in practice, education always faces challenges, especially in terms of quality, relevance, etc. The problem of education quality is one of the challenges in education (Bettencourt et al., 2011;Uygarer & Uzunboylu, 2017;Zendler & Greiner, 2020). Educating a large number of children while continuing to maintain a high quality of education is not an easy task, but its quality also needs to be improved from time to time on a regular and continuous (Anuar et al., 2021;Mufit et al., 2020).
Previous research explains The analysis of the low learning outcomes of students (Bunda & Junaidi, 2021;Ikbal et al., 2019). This is because the learning process is dominated by traditional learning which makes learning ineffective. The classroom environment in this learning is typically teacher-centered, causing students to become passive. In this instance, students are not given learning techniques that allow them to comprehend how to learn from the teacher, think, and motivate themselves (Boyadzhieva, 2016;Fun & Maskat, 2010). There was a positive and significant influence on the use of the internet as a learning resource on student learning outcomes (Misyanto, 2016). The internet use has a positive influence on student learning outcomes (Azizah et al., 2017). This learning method is based on the development of information technology (IT) through internet technology and has led to what is called e-education or e-learning, namely educational activities or learning through electronic media, primarily through the internet network (Al-Fraihat et al., 2020;Ray, 2018;Villamil et al., 2020). Some of the benefits obtained from using the internet in the learning process include the occurrence of student activities in participating in learning activities which are marked by the number of hits accessing learning sites (Duane & Satre, 2014;Vrieling et al., 2012). Increasing student motivation in participating in learning (Khan et al., 2021;Yusuf & Widyaningsih, 2020). Learning activities are characterized by the amount of feedback obtained in the learning process. webmail learning sites. Decreasing the level of student saturation in participating in learning activities (Nácher et al., 2021;Zhang et al., 2020). Increasing students' understanding of learning materials as seen from the quality of test feedback and site learning questions (Ali & Maksum, 2020;Asrial et al., 2020).
Understanding the internet itself is the largest computer network in the world (Faslah, 2011;Samsudin et al., 2019). A computer network means a group of computers linked together so that users can share information and resources (Liang et al., 2011;Zendler & Greiner, 2020). The internet, which stands for interconnection networking or also an international network, is a network that connects computers around the world without being limited by the number of units into one network that can access each other (Molly et al., 2017;Tempola et al., 2020). Formative evaluation is a series of teaching and learning processes (Granberg et al., 2021;Hansen, 2020). Formative evaluation will be beneficial if accompanied by the provision of material from books and the internet (Chen & Chen, 2019;Xiao & Yang, 2019). This is because the most important thing for students is knowing the value and knowing the extent of the truth of the work they are doing based on the information they get from the internet (Granberg et al., 2021;Schildkamp et al., 2020).
One of the skills that a teacher needs to improve the quality of learning outcomes is knowing computer components, both hardware, and software (Smirnova et al., 2019;Uygarer & Uzunboylu, 2017). The use of the internet is beneficial and makes it easier for teachers to improve the teaching and learning process and for students to find out how much material has been mastered, thus enabling these students to be motivated to learn to improve their learning outcomes from time to time. from time to time (Hamidah & Yanuarmawan, 2018;Sert & Boynueğri, 2017). Field studies prove that from the training provided, every teacher needs to be equipped with knowledge about the skills to identify supporting sites to various learning resources. Utilizing the internet as a learning resource, teachers need to direct students to access certain sites (Rimawati & Wibowo, 2018). The findings of previous research also stated that the use of the internet could be used as a learning resource (Artati et al., 2016). Other research findings also state that, the use of the internet as a learning resource has a significant effect on learning outcomes (Kurniawan & Rofiah, 2020;Simanihuruk & Simanungkalit, 2019). Students need to use the internet as a medium as well as a learning resource in the hope that it can support the learning process in the classroom and expand their knowledge base based on the material provided by the teacher. Based on the problems above, research was conducted on the effect of internet use on the learning outcomes of class XI students in Biology at SMA Negeri 18 Makassar. The purpose of this study is to analyze the improvement of students' Biology learning outcomes before and before the application of the internet.

METHOD
Quantitative research is the name for this sort of study through quasi-experimental, using the Nonequivalent Control Group Designs. This research was conducted at SMA Negeri 18 Makassar from May to July 2021. The object of this research was all students of class XI IPA SMA Negeri Neg. 18 Makassar consisting of 173 students and divided into five classes with a homogeneous distribution. The sampling technique used in this research is purposive sampling. The sample in this research were 21 students of class IX IPA1 as the control class with details of 5 male students and 16 female students who studied without treatment (conventional method). Furthermore, class IX IPA2 is an experimental class with 29 students with details of the number of male students as many as ten and female students as much as eleven who are given learning treatment using the internet method. So the total number of students is 50 students who are divided into two classes. The research instrument used in this study was a pretest-posttest learning outcome test which had previously been tested for the validity and reliability of the instrument. The data in this study were evaluated using descriptive statistical approaches to characterize the distribution of Biology learning outcomes. Find out the value of student learning outcomes based on the scores obtained were analyzed by the formula. Furthermore, for the category of student learning outcomes, the standard categorization technique set by the Ministry of Education and Culture is used as follows Table 1.

Result
The data collected by the author in the research is in the form of student learning outcomes data obtained by using the learning outcomes test instrument given as an ability test to determine student learning outcomes and the level of student material mastery. To find out how the initial ability of class XI IPA1 SMAN 18 Makassar students was first given treatment in the form of a learning outcome test (Pretest). Based on the results of research conducted at SMA Negeri 18 Makassar in class IX IPA1 students, the authors collected data from test instruments through Pre-and post-test learning results of pupils who did not receive internet-based learning treatment. The following is the instrument data for Biology learning outcomes (Pre-test) which were collected before being given an explanation of the learning material in the control group of class XI IPA1 students of SMAN 18 Makassar. The results of the analysis obtained from the Pre-test are the range value (R) 20, the number of classes is 5.39, the class interval/class length is 4, the average (X) is 34.36, and the variance (S 2 ) is 33.42.
The following is the instrument data for Biology learning outcomes (Post test) for class IX IPA1 students after being given an explanation of the material without providing a method using the internet. The results obtained from the Post test are the range value (R) is 35, the number of classes is 5.39, the class interval/class length is 6, the average (X) is 50.42, and the variance (S 2 ) is 132.32 .Based on the results of research conducted at SMA Negeri 18 Makassar in class IX IPA2 students, the researchers collected data from the test instrument through the Pre-and post-test learning results of pupils who did not receive internet-based learning treatment.The following is the instrument data for Biology learning outcomes (Pretest) which were collected before being given an explanation of the subject matter in the experimental group of class XI IPA1 SMAN 18 students. The results obtained from the Pre-test were the range value (R) was 15, the number of classes was 5,82, class interval/class length is 2, mean (X) is 31.26, and variance (S 2 ) is 31.38. The following is the instrument data for Biology learning outcomes (Post-test) students of class IX IPA2 after being given the method of using the internet. The results obtained from the post-test are range values (R) 20, number of classes 5.82, class interval/class length 3, average (X) 76.4, and variance (S 2 ) 28.6. Student learning outcomes in control and experimental classrooms, both pre-and post-test, are summarized in the following table for comparison purposes.
As illustrated in Tables 1 and 2, the number of experimental students enrolled in the "very good" category are 12 people (58.62%), who are in the "good" category as many as 17 people (41.38%). There are none in the "adequate" category (0%), the "less" category, none (0%), and the "failure" category does not exist (0%). While in the control class there were no students in the "very good" category (0%), in the "good" category there were 10 people (47.62%), in the "enough" category 11 people (52.38%). In the "less" category there is none (0%) and the "failure" category also does not exist (0%). From these data, it can be concluded that the experimental class students' learning outcomes at the time of the final test (posttest) were significantly greater than those of pupils in the control class. Before testing the hypothesis, a normality test is carried out first, because this is a test requirement in inferential analysis (Sugiyono, 2016). The normality test aims to see whether the data in both groups are normally distributed. Based on the results of the analysis with the help of SPSS (Statistical Product and Service Solution) version 22.0, the Sig.count value for the control class is 0.805 and the Sig.count value for the experimental class is 0.068, while the value of (2-sided test) is 0.025. So that Sig.count > or 0.805 > 0.025 and 0.068 > 0.025, it can be concluded that H0 which states that the population is normally distributed is accepted and H1 which states that the population is not normally distributed is rejected. The homogeneity test aims to see whether the data in the two groups come from a homogeneous population (Novitasari et al., 2019;Sumardi Hr & Surianti, 2019). Based on the results of the analysis with the help of SPSS (Statistical Product and Service Solution) version 22.0, the value of Sig. count is 0.013 while the value = 0.05, thus the value of Sig.count > (0.05) or 0.013 > 0, 05. So it can be concluded that the two groups are homogeneous. Hypothesis testing was conducted to determine whether student learning outcomes in the experimental group differed significantly from student learning outcomes in the control group (Gunawan, 2020;Puspita et al., 2017). For analysis purposes, covariance analysis was used with the help of SPSS (Statistical Product and Service Solution) version 22.0. With the test criteria is if the value of Sig.count < (0.05) then H1 is accepted and H0 is rejected, meaning There is a difference in the learning outcomes of biology students between the experimental and control classes.

Discussion
The control group learning outcomes data illustrates that the Biology learning system with learning by doing and the flow of dialogic communication between teachers and students in Biology learning must be improved. This is consistent with research findings, regarding the analysis of low student learning outcomes (Enas Almanasreh et al., 2019;Rahayuningsih, 2020;Setiawan & Ari Oka, 2020). This is because the learning process is dominated by traditional learning (ordinary lecture method) (Arthaningsih & Diputra, 2018;Handayani et al., 2017;Widiantini et al., 2017). The classroom environment in this learning is typically teachercentered, causing students to become passive. In this instance, students are not given learning techniques that allow them to comprehend how to learn not only from the teacher, think, and motivate themselves. This shows that without applying learning methods will affect the quality of student learning outcomes (Dupri et al., 2020;Marzuki & Basariah, 2017;Tanti et al., 2021). There are disparities in the learning outcomes of pupils who use the method vs those who use conventional methods (Armiyanti, 2019;Haji et al., 2015). Furthermore, the problem-solving ability of students who were given learning using the method would be higher than the problem-solving abilities of students who were given conventional learning (Parto, 2011;Rosidah et al., 2018).
The experimental group's learning outcomes data show that the application of the internet utilization method can increase the average score of students and is able to increase the number of students who fall into the very high level of completeness category. Additionally, internet-based learning it is hoped that students will get used to thinking critically and encourage students to become self-taught learners (Al-Fraihat et al., 2020;Samsudin et al., 2019). Students will also be accustomed to seeking various information from various sources for learning (Safitri et al., 2019;Tsivitanidou & Constantinos, 2016). Learning by utilizing the internet as a learning resource can establish independence and educate students to work together with other students in small groups or teams (Ferri et al., 2020). One more thing that is no less important is that with internet-based learning students' knowledge and insight can develop, able to improve student learning outcomes, thus the quality of education will also increase (Izza et al., 2019). This corresponds to research, which states that with learning activities through elearning it is possible to develop optimal student learning flexibility, where students can access learning materials at any time and repeatedly (Sugandi et al., 2018;Sugiyanto et al., 2019). This is certainly different from conventional learning, where the learning process of students and teachers has been determined by time and place. The learning outcomes of students who learn to use a method will be better than students who study conventionally (Al-Fraihat et al., 2020;Rahmawati & Partana, 2019). Research shows that there are disparities in the outcomes of students who learn to apply strategies and those who study conventionally.
Based on the results of the analysis with the help of SPSS (Statistical Product and Service Solution) version 22.0, the Sig.count value is 0.000 with = 0.05. Thus it is clear that the value of Sig.count (0.000) < (0.05), means that H0 is rejected. So there is a significant difference between student learning outcomes in the control class and the experimental class. Thus it can be said that learning by utilizing the internet is better and can improve student learning outcomes when compared to students who are taught without the application of the method. The internet is very useful as a learning resource (Hamidah & Yanuarmawan, 2018;Sasmita, 2020). In addition, the use of the internet as a reference source can increase students' independence in completing assignments (Juwandi & Widyana, 2019). In addition, the research stated that the internet as a learning resource can be used as an alternative in a pandemic situation (Arizona et al., 2020). The designing learning through the internet as a source of information in addition to improving learning outcomes also increases student learning achievement because learning through the internet contains the principles of learning by doing, trial and trying to improve.

CONCLUSION
The increase in student learning outcomes who are taught using the internet (e-learning) is higher than students who are taught without this method. With the use of the internet (e-learning) method, it is known that there is a significant difference between the learning outcomes of students who are taught using the internet (elearning) and students who do not use the internet (e-learning). The level of mastery of the material taught by applying the internet utilization method (e-learning) is better than the students who are taught without the application of the method.