The Impact of Modular Learning on Student  Comprehension, Motivation, and Skill Development

Mohammad Rashif Qinthara Sihotang; Mitha Nur Salsabila; Yuma Yudhayana

doi:10.48094/raudhah.v10i1.855

Authors

Mohammad Rashif Qinthara Sihotang Temasek Independent School Bandung
Mitha Nur Salsabila Temasek Independent School Bandung
Yuma Yudhayana Temasek Independent School Bandung

DOI:

https://doi.org/10.48094/raudhah.v10i1.855

Keywords:

Modular learning, student motivation, cognitive development, psychomotor skills, self-regulated learning, project-based education.

Abstract

This study explores the impact of modular learning on Grade 10–12 students at Temasek Independent School using a qualitative descriptive approach through semi-structured interviews. Findings show that focusing on fewer subjects improves comprehension, though challenges like inconsistent scheduling and poor module selection can reduce motivation and self-confidence. Psychologically, students who selected modules based on personal interests showed greater motivation and autonomy, while others experienced disengagement. Project-based learning supported life skill development, particularly in time management, problem-solving, and collaboration. Despite structural inefficiencies, students used adaptive strategies such as self-regulated planning and teacher consultations to manage the system. The study emphasizes the importance of refining modern, flexible learning models to better support student engagement, autonomy, and overall growth.

Keywords: Modular learning, student motivation, cognitive development, psychomotor skills, self-regulated learning, project-based education

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