Cakrawala Pendidikan

Jurnal Ilmiah Pendidikan

Vol. 42 No. 3, October 2023, pp. 631-641
https://journal.uny.ac.id/index.php/cp/issue/view/2547
DOI: https://doi.org/10.21831/cp.v42i3.53033

Improving learning outcomes: The effectiveness of ebook reading

literacy based in learning management psychology
Jasrial*, Andra Saputra, Rifma
Universitas Negeri Padang, Indonesia
*Corresponding Author: [email protected]

ABSTRACT

This study aims to improve learning outcomes in the Management Psychology course by using ebook
teaching materials based on reading literacy for students of the Educational Administration Study Program,
Faculty of Education, Padang State University, Indonesia. This study used a 2 x 2 factorial design
experiment with ANOVA. This study obtained the highest score of 96.6 for the experimental class, and 93.3
for the control class. While the average student learning outcomes for the experimental class were 81.93
and for the control class, the average was 71.75, which means that there was a significant difference in the
learning outcomes of students who used ebook teaching materials higher than students who used printed
teaching materials. Meanwhile, the results of the Fcount analysis are 0.40 < Ftable 3.98, meaning that there
is interaction between reading literacy and teaching materials on student learning outcomes in the
Management Psychology course, Educational Administration Study Program, Faculty of Education,
Universitas Negeri Padang.
Keywords: teaching materials, reading literacy, learning outcomes, management psychology
Article history
Received: Revised: Accepted: Published:
14 March 2023 07 April 2023 17 May 2023 10 Oktober 2023
Citation (APA Style): Jasrial, J., Saputra, A., & Rifma, R. (2023). Improving learning outcomes: The
effectiveness of e-book reading literacy based in learning management psychology. Cakrawala Pendidikan:
Jurnal Ilmiah Pendidikan, 42(3), 631-641. DOI: https://doi.org/10.21831/cp.v42i3.53033

INTRODUCTION
The learning process is the formation of human personality (Imam Suyitno, Kusubakti
Andayani, Peni Dyah Anggari1, 2021). It is very important to increase intelligence, critical
thinking skills, and strengthen personality, a good learning process will also make good learning
outcomes and learning objectives will be achieved (Machmud & Alfaridzi, 2022). Teachers need
to organize learning that is contextual, innovative, and interesting so that students are more
motivated to learn and they get better learning outcome (Laurentius Saptono, Budi Eko Soetjipto,
Wahjoedi, 2020). The learning process is essentially a communication process, the process of
delivering messages from the source of the message to the recipient (Komara, 2018). The process
of sending the message can be done at the same time and at different times. The learning process
is an activity that involves individuals in an effort to acquire knowledge, by utilizing various
sources for learning (Putri & Dj, 2013).
The use of printed learning resources, such as books, is currently deemed less effective in
addressing the various challenges brought about by the rapidly evolving era of technology and
digitalization. One of the main challenges is the limitation in presenting interactive content.
Printed books cannot provide the dynamic learning experiences that digital resources often offer,
with their incorporation of visual, audio, and interactive elements, making the learning process
more engaging and aiding students' better understanding of concepts. Research by Zahara, (2017)
reveals that in the current global world, students require instant access to diverse sources of
information from anywhere and at any time. Digital-based learning materials enable students to

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learn easily through electronic devices such as computers, tablets, or smartphones, while printed
books rely on their physical form, restricted by specific times and locations (Komara, 2018).
Research Idrus (2021) that the use of printed books is also difficult to apply to the learning
styles of today's younger generation, because today's younger generation is growing up with
sophisticated technology, and they are more familiar with using digital devices to obtain
information. Thus, students may respond more positively to learning that utilizes advanced
technology and engaging digital resources. Given the developments in technology and student
learning styles, many educational institutions and educators have sought solutions by combining
digital resources with traditional learning methods. This approach is expected to increase the
effectiveness of learning and provide a more varied learning experience for students.
One of the learning resources that can be applied to college students is the use of Ebook in
their class, because Ebook make it easier for lecturers and students to deliver and understand
learning material and can support the learning process (Raihan, 2018, Yusmar et al., 2018). Ebook
can be used anywhere and anytime, it can be improve the result of student learning and student
reading literacy skills, because students can read study material anytime and Ebook can be
accessed using their android (Harjono, 2020, Nugroho, 2016).
The benefits of using Ebook are easy to use, interactive, equipped with videos, animations,
images and text (Zahara, 2017, Idrus, 2021). The Ebook can optimize the achievement of learning
goals although the limited learning time, and the use of Ebook saves learning costs (Muswita,
2018, Zahara, 2017). Today, the learning process at universities has shifted to using online
learning systems (Nugroho, 2016, Adam & Suprapto, 2019). The development of technology
rapidly, learning activities are not always carried out in the classroom, it can also be done outdoors
by utilizing Ebook teaching materials (Wilyanti & Suryani, 2021). Ebook is one of the teaching
materials in electronic form designed by using several applications that can assist in conveying
and understanding learning material (Hadaya, 2018, Hardiyanto, 2020). Ebook have become
popular teaching materials for several years due to the pandemic covid 19. It has caused several
educational institutions to develop and use Ebook in the delivery of subject material.
Ebook have become a sophisticated technological innovation that is expected to develop to
replace the use of printed books. Ebook are an interesting tool for most students in reading books
(Jannah, 2017, Budiarti, 2017). Many benefits will be obtained from using Ebook in the learning
process, one of the benefit of multimedia tools (such as audio, video, animation) that can attract
students' attention (Haning Hasbiyati, 2017, Vassiliou & Rowley, 2008). Different with students
who learn using printed books, the students who study using Ebook can increase their motivation
to learn, improve their learning outcomes and develop their academic achievement.
According to Arifah Khairrani, (2019) who researched Ebook technology and its benefits
in the world of education. The use of Ebook can increase interaction between educators and
students in distance learning, and students are more interested in using e-books in learning. Ebook
play an important role in the learning process because they have advantages and many benefits.
Physically, the Ebook is small sizes digital data and they can be stored in data storage such as
flash drives (Muswita, 2018). Ebook is not obsolete like printed books. The digital formats with
an unchanged format.
Ebook is very practical because it is in the form of soft files that have been designed using
technology. Ebook is interactive learning media in delivering information because they can
display pictures, videos, animations, and musical instruments as well as other multimedia
illustrations (Muswita, 2018, Hadaya, 2018). Then, the students do not have to be obliged to buy
books and students do not carry heavy loads as usual with heavy load of books and many. By
using Ebook, it makes easier the students directly. The students are easy to read subject matter
anytime and anywhere, and can improve reading literacy, especially students in college, in
supporting their academic achievement.
Reading literacy is the ability to understand information that is read and analyze critically,
in order to obtain accurate and factual information. Reading literacy has a positive relationship to
reading comprehension, it appears that the higher a person's reading literacy, the higher that
person's reading comprehension (Umut Zan, 2020). And the lower one's reading literacy, the
lower one's reading comprehension. culturing literacy must be done as early as possible because

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introducing a literacy culture requires a long process and is carried out in several stages (Basri,
2012, Yanuarti & Sari, 2019). Each stage must be evaluated for its level of success. Literacy
culture, especially reading interest, plays an important role in life because knowledge is actually
generated through reading and writing activities. today, in the era of society 5.0, literacy is the
key to improve the quality of Human Resources (HR). Only with a high literacy culture, a nation
can exist in global competition, especially in the fields of science and technology (Techakosit &
Nilsook, 2018).
The high or low reading interest of students is closely related to their ability to process
information analytically, critically, and reflectively, which is currently known as HOTS (Higher
Order Thinking Skill) (Yaşar, 2020, Umar Mansyur, 2020). Low reading interest results in low
critical thinking skills. Efforts to grow a literacy culture cannot be separated from the world of
education, because the development of students' insight and knowledge is obtained through
reading and writing activities (Amsal et al., 2019, Yanuarti & Sari, 2019). By reading, students
can get information easily and quickly. Therefore, reading culture should be used as an academic
activity in schools and universities.
Reading literacy culture is an important skill that must be possessed by students, reading
literacy can grow a culture of reading, writing, listening, speaking, analyzing information, and
thinking critically (Anwar, 2020, Agustina, 2020). These skills are very much needed for students
at era Society 5.0, because the learning process for college depends on passion, desire, and reading
skills of students. The best reading literacy is very necessary for students to support and develop
their academic competencies, reading literacy will improve students' critical thinking skills in
analyzing problems in the learning process, especially in learning material (Rais et al., 2019,
Petrus, 2020). In addition to understanding the subject matter presented, reading literacy skills are
needed by students in choosing sources of information to communicate. Because almost student
activities cannot be separated from information and communication ranging from social media,
YouTube, newspapers and watching television, they require reading activities (Esti Swatika Sari,
2017).
At college, reading literacy is the main activity in academic progress (Hanum et al., 2020).
High reading literacy for students will be able to develop the information they receive, To become
information literate, a person must be able to recognize when information is needed and have the
ability to find, evaluate, and use the information needed effectively. (Hastini et al., 2020, Jonner,
2008). The integration of ebook with reading literacy will be able to improve student learning
outcomes and develop student skills, critical thinking skills, and the ability to utilize student
communication technology. All activities in the learning process, especially for college students,
require teaching materials that can be used at any time and reading literacy skills.
Regarding the use of ebook as learning materials in reading literacy activities for students
in the Management Psychology course of the Educational Administration Study Program, Faculty
of Education, Universitas Negeri Padang, the current dominant use of printed learning materials
has not been effective in improving students' learning outcomes. This is evident from the average
mid-semester exam score of 75.00 for students in 2021. Additionally, students' interest in reading
and literacy remains low, and during the pandemic, many students have struggled to master the
subject matter of the Management Psychology course.
Given the existing issues, there is a need for ebook learning materials to enhance students'
learning outcomes in the Management Psychology course. The research problem formulation in
this study is whether literacy-based ebook can improve students' learning outcomes in the
Management Psychology course at the Educational Administration Study Program, Faculty of
Education, Universitas Negeri Padang.

METHOD
The population of this study were undergraduate students of the Education Administration
Program in Faculty of Education of Padang State University. Two classes were chosen randomly;
one were chosen as the experimental group while the other was chosen as the control group. The
participant inclusion criteria were students taking management psychology course and consented

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to participate in this study. Samples were taken using random sampling technique as it gives equal
chances for all members of the population to be chosen as the sample. The total number of
reachable population are 76 students studying management psychology.
The research used an experimental method with a 2×2 factorial design. The two groups
were divided into 2 classes, namely the control class and the experimental class (Sugiyono, 2014).
The control class uses printed teaching materials, while the experimental class uses ebook. Both
of teaching materials are applied to the management psychology course. The hypothesis to be
tested is Ebook teaching materials with high and low student reading literacy variables, and the
effect of the interaction between the two variables on the dependent variable, namely learning
outcomes and student reading literacy skills, then the 2×2 type factorial experimental design was
used in this study. The factorial design (2×2) used in the study can be seen in table 1.

Table 1. The Factorial Design (2×2)

Student Reading Literacy A1 A2
Skills (Ebook Teaching Materials) (Printed Teaching Materials)
B1 (low) A1B1 A2B1
B2 (high) A1B2 A2B2
Source: (Riduwan, 2011); (Suharsimi, 2014)

The data were collected by using tests, questionnaires, observation and documentation. The
instrument was an evaluation question of 40 items in an objective form given to students of
Educational Administration Study Program, Faculty of Education, Universitas Negeri Padang.
The data analyses used in this study were: 1) prerequisite test in the form of normality test, 2)
homogeneity test, 3) hypothesis test (Sugiyono, 2014).

FINDING AND DISCUSSION

Finding
The description of the research data on the reading literacy variable as a whole reveals the
following information:

Table 2. Description of Student Reading Literacy Data

Experimental Control
Statistic Description
Literacy Outcome Literacy Outcomes
Total 4014.00 3113.33 3939.00 2726.67
Higher Score 148.00 96.67 126.00 93.33
Lower score 83.00 70.00 87.00 56.67
Mean 105.63 81.93 103.66 71.75
Median 101.50 80.00 104.00 70.00
Modus 100.00 76.67 99.00 66.67
Sd 15.07 8.26 10.65 9.10
Varian 227.00 68.25 113.37 82.72

Normality Test
Testing the normality was conducted using the Liliefors test technique. Results obtained
that the Lcount value in the experimental class and the control class is smaller than the Ltable value.
It was proven in table 3.

Table 3.The Summary of Normality Test Learning Outcomes (Liliefors)

Learning Ourcomes N α LCount LTable Normality
A1 38 -0.01 0.14 Normal
0.05
A2 38 0.05 0.14 Normal
Note: N = Respondent; α = Significant Level

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Based on the table, the experimental class showed LCount < LTable where -0.01 < 0.14, its
mean that the data from respondents was normally. In the control class, the table showed that
LCount < LTable is 0.05 < 0.14, in other word the data was normally.
The results indicate that both groups of respondents, both in the experimental and control
classes, tend to exhibit normal behavior or responses that follow the predetermined distribution
pattern. This is crucial in supporting further conclusions or interpretations of the experiment's
outcomes. As such, the data from this experiment can be considered valid as both groups of
respondents demonstrating normal behavioral characteristics, aligning with the assumptions
required for experimental analysis. This interpretation provides a strong basis for drawing
conclusions regarding the findings and objectives of the conducted experiment.

Homogeneity Test
The homogeneity test of the data used the Bartlett test with significance level of = 0.05,
and certain. The criteria were ꭓ2Count < ꭓ2Table, the variance of the treatment group was
homogeneous. The results of the homogeneity of variance test for the experimental class and the
control class were presented in table 4.

Table 4. Experimental and Control Class Homogeneity Test Results

Sample dk 1/dk Si2 Log Si2 (dk) Log Si2
Experimental Class 37 0.03 68.25 1.83 67.86
Control Class 37 0.03 82.72 1.92 70.95
Total 74 0.05 138.81
Total of Si2 75.48
Total of Log S2 1.87
B 138.96
ꭓ2Count 0.34
ꭓ2Table 3.84

The results of the homogeneity test for the management psychology learning outcomes in
the experimental class and control class, is ꭓ2count of 0.34 and ꭓ2table of 3.84. It concluded that ꭓ2Count
< ꭓ2Table. It can be said that the data has homogeneity of variance.
Thus, it can be concluded that the data for the psychology management learning outcomes
in the experimental and control classes satisfy the assumption of homogeneity of variances,
indicating that the variance of data in both groups is proportional or uniform. This allows for the
conduction of statistical analyses that require the assumption of homogeneity of variances without
any bias resulting from differences in variances among the groups.
The results of the calculation of the homogeneity of variance test for the experimental class
and control class with the high literacy were presented in table 5.

Table 5. The Results of Experimental and High Literacy Control Class Homogeneity Test
Sample dk 1/dk Si2 Log Si2 (dk) Log Si2
Experimental Class 18 0.05 56.66 1.75 31.56
Control Class 18 0.05 71.99 1.85 33.43
Total 36 0.11 64.99
Total of Si2 64.33
Total of Log S2 1.81
B 65.10
ꭓ2Count 0.26
ꭓ Table
2
3.84

The table 5 above presents the results of comparing the learning outcomes in the
experimental class and control class for management psychology, specifically focusing on
students with high reading literacy. The calculated value of χ2 (chi-square) for the comparison is
0.26, while the tabulated value of χ2 at a certain significance level (usually 0.05) is 3.84.

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Based on the comparison, it can be concluded that the χ2 value obtained (0.26) is smaller
than the tabulated χ2 value (3.84). Therefore, the data is considered to have homogeneity of
variance. This means that the variance of learning outcomes in both the experimental and control
classes, among students with high reading literacy, is relatively similar or uniform.
The finding of homogeneity of variance is essential in statistical analyses, especially when
conducting certain tests or comparisons that assume equal variances between groups. In this case,
since the data satisfies the assumption of homogeneity of variance, it allows for the use of
statistical tests that rely on this assumption, leading to more accurate and reliable conclusions in
the study.
The results of the calculation of the homogeneity of variance test for the experimental class
and control class with low literacy were presented in table 6.

Table 6. The Results of Experimental and Low Literacy Control Class Homogeneity Test
Sample dk 1/dk Si2 Log Si2 (dk) Log Si2
Experimental Class 18 0.05 77.13 1.88 33.97
Control Class 18 0.05 79.27 1.89 34.18
Total 36 0.11 68.15
Total of Si2 78.20
Total of Log S2 1.89
B 68.15
ꭓ2Count 0.01
ꭓ2Table 3.84

The table 6 above presents the results of comparing the learning outcomes in the
experimental class and control class for management psychology, specifically focusing on
students with low reading literacy. The calculated value of χ2 (chi-square) for the comparison is
0.01, while the tabulated value of χ2 at a certain significance level (usually 0.05) is 3.84.
Based on the comparison, it can be concluded that the calculated χ2 value (0.01) is
significantly smaller than the tabulated χ2 value (3.84). Therefore, the data is considered to have
homogeneity of variance. This indicates that the variance of learning outcomes in both the
experimental and control classes, among students with low reading literacy, is relatively similar
or uniform.
The finding of homogeneity of variance is of significant importance in statistical analysis.
In this case, since the data satisfies the assumption of homogeneity of variance, statistical tests
relying on this assumption can be used. This helps in producing more valid and reliable
conclusions in the research.

Hypothesis Test
The hypothesis was tested by Analysis of Varians (Anova), and the results of the analysis
can be seen in table 7.

Table 7. The Results of the fourth Hypothesis Testing Analysis

Varians source JK dk RJK Fcount Ftable
Row (A) 1967.25 1 1967.25 27.60 3.98
Column (B) 426.316 1 426.32 5.98 3.98
Interaction (AB) 28.655 1 28.65 0.40 3.98
Cells (w) 5130.99 72 71.26
Total 7553.22 75

By observing the interaction table above, it can be seen that Fcount 0.40 < Ftable 3.98. meaning
that there is an interaction between reading literacy and teaching materials on student learning
outcomes in the Management Psychology course, Educational Administration Study Program,
Faculty of Education, Padang State University. It was presented by the following profit plot
below:

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85,00 83,68

80,18
80,00

74,74
75,00

70,00 68,77

65,00

60,00
1 2

Experiment Control

Figure 1. Profit Plot for Experiment and Control Class

The plot showed that students who have high reading literacy in the experimental class
were higher than the student in the control class. Students who have low literacy in the
experimental class were higher than the control class.

Discussion
This study aims to evaluate the effectiveness of using reading literacy-based e-books as
learning materials in order to improve management psychology course learning outcome for
students enrolled in Education Administration program. The results show that utilizing reading
literacy-based e-books positively affects students’ learning outcome.
Furthermore, this study shows that the effectiveness of using reading literacy-based e-
books does not only rely on technological usage factor, but it is also related to students’ reading
literacy level. Students with high literacy level and utilized e-books achieved better learning
outcomes than those who have high literacy level but use printed learning materials. Similarly,
students with low literacy level and used e-book learning materials achieved better learning
outcomes than those with low literacy level and used printed learning materials. This shows that
using reading literacy-based e-books is highly beneficial for students regardless of their literacy
level.
The use of reading literacy-based e-books in learning Management Psychology offers
several practical implications. Firstly, e-books can improve learning accessibility and flexibility
which allows students to study independently and flexibly on their own electronic devices.
Moreover, e-books also offer interactive and engaging learning experience through the use of
multimedia, pictures, and graphics that help students understand Management Psychology
concepts. Educators can utilize these features to encourage students’ involvement and active
participation in class.
However, this study also has several limitations. Firstly, the sample of this study is limited
to one university, thus generalization needs to be done with caution. Additionally, this study only
used one type of reading literacy-based e-book, thus other variations in type and content require
further analysis. Furthermore, other factors such as learning styles or motivations may also affect
the use of e-book in learning, and they need to be considered in future studies.
There are a number of theories that support the results of this study, they are 1) Theory of
Cognitive and Emotional Effects. This theory states that e-book formats and features can affect
readers’ cognitive and emotional processes. For instance, interactive features in e-books such as
animations or audio can boost readers’ involvement and understanding. This theory also states

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that various visual and sensory processes in e-books can affect readers’ perception and content
understanding (Adam & Suprapto, 2019; Muswita et al., 2018; Raihan et al., 2018). 2)
Sociocultural Theory: the sociocultural theory developed by Lev Vygotsky emphasizes the role
of social interaction in learning process and cognitive development. In the context of e-book-
based reading literacy, this theory highlights the importance of social interactions in supporting
reading comprehension. Through online discussion forums, communities of readers are able to
exchange ideas, challenge their understanding, and expand their knowledge (Dinata, 2021;
Guldin, 2022; Wuyckens et al., 2022). 3) Reliability of Digital Resources Theory: this theory is
concerned with evaluating the quality and reliability of digital resources, such as e-books. In the
context of e-book-based reading literacy, this theory guides readers to critically evaluate the
reliability, authenticity, and credibility of digital resources. This involves understanding the
authors, publishers, and editorial process of the e-books to ensure the integrity and reliability of
the information obtained (McNelly & Harvey, 2021; Mendoza, 2010). 4) Theory of Motivation
and Reward: this theory highlights the role of motivation and rewards in increasing interest and
pleasure in reading e-books. Factors such as choosing interesting reading materials, suitable
challenges, and intrinsic and extrinsic rewards may motivate students to continue reading and
increase their literacy levels (Iryanto, 2021; Scheibe & Rogow, 2012, Hanifah, 2021). In the
context of e-book, this theory shows that using interactive features, games, or rewards in
electronic reading applications can enhance readers’ motivation and involvement.
Research by Haning Hasbiyati, (2017). based on the results of the study, it was found that
the implementation of the epub extension could increase interest in learning very well by 88.61%
and could improve student learning outcomes with high criteria in the form of a gain score of
0.703 in science learning at junior high school. Research by Putri Rachmadyanti, (2020) studied
about an Ebook for the Social Sciences Basic Concepts course which is compiled based on the
RPS and becomes material that can be used in the UNESA e-learning system. Ebook Mobile
learning-based can help students visualize conceptual knowledge by using animations and videos
presented in the Ebook (Wilyanti & Suryani, 2021)
Overall, this study provides important contribution to understand the effectiveness of using
reading literacy-based e-books to improve learning outcome in Management Psychology course.
The results show that using reading literacy-based e-books can effectively increase students’
understanding and knowledge, especially for those with various literacy levels. The practical
implication of this study is that utilizing learning materials in the form of reading literacy-based
e-books can be an effective alternative way to improving learning in Management Psychology.
This study is expected to become the basis for the development of innovative and technology-
oriented learning strategies that can improve the quality of learning in the Management
Psychology field.

CONCLUSION
This study aims to improve the students’ learning outcomes enrolled in Management
Psychology course at Education Administration Program of the Faculty of Education. Using
quasi-experimental method, this study compared the use of reading literacy-based e-books
learning materials and those that are printed conventionally. The results show that utilizing
reading literacy-based e-books can effectively improve students’ learning outcomes.
The results also show that the experimental group that used e-books were able to achieve
the highest scores with an average of 96.6, while those in the control group achieved an average
score of 93.3. There is a significant difference between the two groups with the experimental
group producing better results. The average learning outcomes for students in the experimental
and control group was 81.93 and 71.75. respectively.
The t-test results for the two groups show that the differences are significant, as it resulted
in a t count value of 5.11 which is higher than the t table value of 1.66. This emphasizes that
students who used e-books achieve better learning outcome than those who used printed materials.
Additionally, it also shows that using reading literacy-based e-books provides more benefits for

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students with high level of reading literacy; however, it also provides a positive impact to students
with low level of reading literacy.
The practical implication of this study is that utilizing reading literacy-based e-books can
be an effective alternative material in learning Management Psychology. Educators can utilize e-
books to create interactive learning experiences, combine various medias, and increase students’
involvement. It is also necessary to pay attention to students’ reading literacy levels in order to
optimize the use of e-books.
Although this study has provided several important contributions in understanding the
effectiveness of using reading literacy-based e-books, it still has several limitations. Firstly, this
study was only conducted on Education Administration students from one university, thus
generalization needs to be done with caution. Additionally, this study only used one type of
reading literacy-based e-book, thus other variations in type and content require further analysis.
Future studies are recommended to include bigger samples and consider other factors such
as learning styles and motivations, as well as explore more variations in e-book types and
contents. Future studies may also focus on optimal teaching strategies that can maximize the
benefits of utilizing e-books in learning Management Psychology. Overall, this study provides
important contributions in understanding the effectiveness of using reading literacy-based e-
books to improve learning outcome for Management Psychology course. The results can become
the basis in developing innovative and technology-oriented learning strategies that can improve
learning in Management Psychology field.

AKNOWLEDGEMENT
The authors would like to thank Lembaga Penelitian dan Pengabdian Masyarakat
Universitas Negeri Padang for funding this work with a contract number: 881/UN35.13/LT/2022.

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