KnE Social Sciences

Published date: Jun 20 2025

Journal Title: KnE Social Sciences

Issue title: The International Conference on Teaching, Learning and Technology 2024 (ICTLT 2024)

Pages: 175 - 184

DOI: 10.18502/kss.v10i12.18887

Ryan Dwi Puspitaryan.dwi@ikipsiliwangi.ac.idMaster of Elementary Education Study Program, IKIP Siliwangi, Cimahi

Sri Dewi NirmalaMaster of Elementary Education Study Program, Universitas Terbuka, Tangerang Selatan

Duhita Savira WardaniFaculty of Education, IKIP Siliwangi, Cimahi

Dini SusantiFaculty of Education, IKIP Siliwangi, Cimahi

This study aims to optimize students’ writing skills through e-modules based on the FIVES (Facts, Inference, Vocabulary, Experiences, Summary) model in a blended learning approach. The method used in this study is a pre-experiment with a pretest and post-test design. The research sample was 27 students of the Elementary Education Masters Study Program at IKIP Siliwangi. The sampling technique used a purposive sampling technique with the category of students taking the Integration of Learning Theory and Practice course. Data collection techniques were carried out through writing skills tests before and after the intervention and through questionnaires to measure students’ responses to the e-module and the blended learning approach. Data analysis was carried out using descriptive and inferential statistics to determine the differences in writing skills between before and after the intervention. This study is expected to contribute to the development of more effective and innovative writing learning in the digital era in learning in higher education. This study can also show that the use of e-modules based on the FIVES model with a blended learning approach significantly improves students’ writing skills. This implication is important for curriculum development in study programs that focus on writing skills.

Keywords: blended learning approach, e-module, FIVES model, writing skills

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