There are 11 aspects assessed by the validator based on the content of the integrated chemistry learning website with Moodle. Of those 11 aspects, 5 of them contain indicators of learning independence, which is the main objective in the development of this website. Validators can give scores ranging from 1 to 5.

The three validators assessed the overall content of the chemistry learning website integrated with Moodle to increase students' learning independence. 5 statements get a mode of 5 which means they are in the very valid category and 6 statements that get a mode of 4 which means they are in the valid category. This shows that the learning website meets the criteria for content validity according to the Likert scale. In the 5 aspects that contain indicators of independence, the value for indicators of self-confidence, motivation, and initiative gets a mode of 4 with a good category, and for indicators of responsibility and discipline gets a mode of 5 with a very good category.

The construct validity statement on the display aspect relates to the visual design of layout and writing, the selection of text size and color, font, background, and images is appropriate, legible, and attractive. In the display aspect, there are 4 statements. In the statement of visual layout design and appropriate and attractive writing get mode 5 with a very valid category. Likewise, the statement of choosing the size and color of the text is solid getting mode 5 with a very valid category. Then on the font statement, text color, background, and matching images get mode 4 with a valid category. As well as on the statement of text and images appropriate and legible get mode 5 with a very valid category. From the validator's assessment, it can be interpreted that the appearance starting from the layout, background, font selection, and images on the chemistry learning website integrated with Moodle is appropriate. This is in line with Sugiharni's research (2018) which states that the selection of appropriate colors, fonts, and backgrounds can help in understanding the concepts of students and the appearance of learning media is one of the important things because it is the main attraction for users.

The construct validity statement on the linguistic aspect relates to the use of language that is common and easily understood by students, as well as the use of language following the General Guidelines for Indonesian Spelling (PUEBI). In the linguistic aspect, there are 3 statements. In the sentence statement on the learning website using sentences that are following PUEBI get mode 5 with a very valid category. Then in the statement of writing commands, content coverage, and question exercises stated clearly and communicatively get mode 5 with a very valid category. Similarly, the language statement used is easy to understand and also gets mode 5 with a very valid category. So that the chemistry learning website integrated with Moodle can be stated to have used language that is by the rules, easy to understand, clear, and communicative (Rosyidah, 2021). Easy-tounderstand language can also make it easier for learners to learn and master concepts (Wardhana & Hidayah, 2022).

After the learning website is declared valid, then a limited trial is conducted. There are two instruments used, namely a questionnaire sheet for learning independence and pretest-posttest questions. The trial was conducted for 3 meetings, with the following details.

Figure 1 above shows that all students experienced an increase in learning independence at meeting 1. 15 students got n-gain with a range of 0.3 ≤ G> 0.7 with a moderate category, and 14 students got n-gain of G < 0.3 with a low category. The results of increasing independence at meeting 1 found that the autonomy of students was still in the low category, this was because students were new to knowing and using an integrated learning website with Moodle, so students were still adapting and understanding the features on the website. Increasing students' learning independence occurs gradually and teachers need to provide innovations that are on the characteristics of students (Patimah & Sumartini, 2022). In addition, the use of technology-based media, such as websites, can increase learning independence in supporting information search activities, increasing motivation, and problem-solving processes (Aulia et al., 2019). The importance of increasing learning independence is also based on the objectives of character education initiated by the Ministry of Education and Culture in which there are 18 character values, of which students are required to be independent (Denansa et al., 2023).

Figure 2 above shows that all students experienced an increase in learning independence at meeting 2. 23 students got n-gain with a range of 0.3 ≤ G> 0.7 in the moderate category, and 6 students got n-gain of G < 0.3 in the low category. The results of increasing independence at meeting 2 began to experience changes from the previous meeting. The autonomy of students began to increase, namely in the moderate category. This is because students have begun to understand the use of the features in the learning website integrated with Moodle. In addition, the materials or activities designed on the website have been made by adjusting to the indicators of students' learning independence. A teacher has an important role, namely determining the right learning strategy, one of which is by making media that suits students (Fitriani et al., 2023). The combination of using text, video, animation, images, and audio in a learning media will make the learning process more meaningful (Meduri et al., 2022). Therefore, the effectiveness of learning can be measured by the achievement of goals, which are obtained after the teaching and learning process by providing self-learning opportunities or the widest possible activities for students to learn (Muniroh, 2021).

Figure 3 above shows that all students experienced an increase in learning independence at meeting 3. 20 students got an n-gain with a range of G ≥ 0.7 in the high category and 9 students got an n-gain of 0.3 ≤ G> 0.7 in the medium category. At the 3rd meeting, the independence of students had increased in the high category. This indicates that students already understand the usefulness of this website and make it easier for them to learn, especially on chemical bonding material. The results of each meeting show an increase in learning independence after using an integrated website with Moodle, this is in line with research conducted by Nurfadhillah (2021) that website-based learning media can increase students' interest in learning. When students have a high interest in learning, their learning independence will also increase (Saidah, 2023). The use of website-based media with supporting features in it can make students play an active role in the learning process (Riyanto & Alexon, 2019). The use of this website media also helps students learn not only in the classroom but outside the classroom, so that students can deepen their understanding wherever and whenever (Figna et al., 2020).

Integrating technology such as websites or LMS in learning allows students to interact with their peers outside the classroom. In addition, such technology makes it easier for teachers and students to collect homework (Zamzami & Keumala, 2018). E-learning also has the potential to support self-directed learning (Verstegen et al., 2016). The supporting features on Moodle are one of the factors that make learning run effectively. Educators can design virtual learning spaces as well as possible according to the characteristics of their learners ((Megayanti, 2022); (Setyaningsih et al., 2022)). The use of features in Moodle can stimulate collaboration and interaction between individuals, so that students can also interact and exchange opinions between other students (Cahyaningrum & Cuhanazriansyah, 2023). Moo-dle-based learning media can be accessed anywhere and anytime, so that students can review the lessons they have received at home. With this familiarization, students will grow awareness of the importance of learning to support the achievement of success in understanding the material (Priyasmara et al., 2022). The use of this media by optimizing existing features and tailored to the material to be delivered can help increase students' learning independence.

Based on the data from the improvement of independence in each meeting, it can be observed that from meeting 1 to meeting 3, the independence of the students has increased. This improvement is based on the habituation of the student's learning patterns that train them to be independent in seeking the information needed to understand chemistry material. Students will indirectly realize their need to comprehend the material being studied. Students can search for learning resources and complete exercises provided on the integrated learning website with Moodle. This website can be accessed anytime and anywhere, allowing students to learn both inside and outside of formal instruction. Technology-based learning media like this website facilitate teachers with the hope of creating students who can think critically and have independence in learning while also meeting the demands of the digital era (Lillihata et al., 2022). The use of Moodle in learning can help students become active, creating adaptive and collaborative learning, as the features available in Moodle greatly support the learning process (Gamage et al., 2022). The integration of the Moodle platform into learning helps students review what they have learned, allows students to complete assignments anywhere and anytime, and assists teachers in course administration and obtaining real-time analysis, enabling teachers to monitor student activities (Gudkova et al., 2021). After knowing the improvement in the independence of individual students at each meeting, the increase in students' learning independence can also be determined from 5 indicators of independence, namely: responsibility, initiative, discipline, self-confidence, and motivation. The results of the improvement in learning independence for each indicator and its analysis are presented below.

The learning independence of students on the responsibility indicator has increased at each meeting. Meeting 1 gets an n-gain score of 0.27 which indicates that there is an increase in responsibility in the low category. Meeting 2 gets an n-gain score of 0.69 which indicates that there is an increase in responsibility in the moderate category. Then at meeting 3, the n-gain score was 0.96, indicating that there was an increase in responsibility in the high category. Responsibility is an important attitude that students must possess because the enhancement of potential through learning according to needs can be carried out by someone responsible (Yulita et al., 2021). Being responsible in learning is an obligation for every student to complete the assigned tasks with maximum effort (Setiawan et al., 2021). A person who has a sense of responsibility will encourage themselves to become an individual with awareness of their responsibilities, demonstrate behavior that complies with various rules, and be able to identify their own state, both feelings and thoughts, without feeling burdened by their responsibilities (Millah, 2019).

The increase in students' responsibility is influenced by the use of chemistry learning websites integrated with Moodle during learning. The website can help in increasing the responsibility of students because there are questions that must be resolved coherently so that students' understanding can be maximized and intact. According to (Yulita et al., 2021), an effort to improve responsibility is to streamline the learner agenda through regular assignments. The results showed that regular assignments or homework had greater benefits for students' student achievement when they go on to higher education. Good homework can help teachers predict students' academic achievement, motivate them to study and improve self-regulation, and the more time they dedicate to homework is associated with better academic results (Songsirisak & Jitpranee, 2019). Learner responsibility is one of the things related to learner learning achievement. Research conducted by (Ayish & Deveci, 2019) states that the trait of responsibility is very important for students to possess because, with this trait, students will consciously take on the role of ensuring that their needs to achieve success in learning are met. Therefore, this trait of responsibility is crucial to enhance; with a high sense of responsibility, students will do their utmost to complete their tasks, one of which is success in the educational world. To improve this trait of responsibility, facilities that can assist or support the enhancement of this trait are needed. One of them is appropriate learning media, such as a website integrated with Moodle.

The learning independence of students on the initiative indicator has increased at each meeting. Meeting 1 gets an n-gain score of 0.24 which indicates that there is an increase in initiative in the low category. Meeting 2 gets an n-gain score of 0.66 which indicates that there is an increase in initiative in the moderate category. Then at meeting 3, the n-gain score was 0.94, indicating that there was an increase in initiative in the high category. The initiative within students can be marked by the students' willingness to achieve something desired. If learners have initiative in themselves, then these learners will try to find solutions to the problems they are facing through various ways without relying on others (Muh Rizal Kidjab, 2019). Learners who have high initiative will complete the assigned tasks despite experiencing obstacles (Setiawan et al., 2021). A high sense of initiative will make learners able to solve the difficulties experienced while learning (Audhiha et al., 2022).

The increase in students' initiative is influenced by the use of chemistry learning websites integrated with Moodle during learning. The website can help in increasing initiative because there are phenomena that can attract students to answer some questions even though there is no command to answer them. In addition, this website using the POGIL Inquiry model can encourage students to be more active in finding sources of information to support the formulation of the concept of the material being studied (Apriliyanto & Harsoyo, 2023). On the learning website, there is also a discussion forum that can be used by students to discuss with each other related to the material being studied. In the discussion forum, students can take the initiative to start or answer a discussion. The use of a website integrated with Moodle can serve as a facility in the learning process for students, where students can promote their critical thinking and other students can provide feedback, while the teacher can provide clarification if there are misunderstandings among the students. In this way, the initiative within the students will gradually increase, as they can freely express their ideas (Suherman & Budiamin, 2020). The initiative is the ability of students to seek learning resources on their own without being prompted by the teacher, to ask questions or respond to questions, and the willingness of students to achieve something they desire. Initiative is an important psychological aspect for students in planning their future and enhancing learning effectiveness. By having initiative, students can identify their learning needs, plan activities to achieve their goals, and determine the facilities and steps necessary to reach their learning objectives (Audhiha et al., 2022). When students possess initiative, they will strive to find solutions to the problems or learning difficulties they face without relying on others

The results of students' learning independence, and discipline indicators, have increased at each meeting. Meeting 1 got an n-gain score of 0.27 which shows that there was an increase in discipline in the low category. Meeting 2 received an n-gain score of 0.68, which shows that there has been an increase in discipline in the medium category. Then at meeting 3, they got an n-gain score of 0.92, which shows that there has been an increase in discipline in the high category. Discipline is an attitude that shows a person's willingness to obey the applicable rules. This is because discipline is closely related to students' compliance with the regulations that apply at school (Solichah, 2020). According to (Sugiarto et al., 2019) in (Arumingtyas, 2021), it is explained that success in the learning process largely depends on the disciplined attitude possessed by the learners. This disciplined attitude plays an important role in shaping the character of the learners, which will be a valuable asset in the future. Examples of the discipline expected from learners include active participation in learning, listening to the material presented by the teacher, and completing assigned tasks within the specified deadline. One of the strategies teachers use to overcome student discipline problems is positive discipline, a teaching model that facilitates children to develop character, responsibility, self-control, and compliance with rules (Prasetyarini et al., 2021). One of them is the rule of giving deadlines on the assignments given.

Increasing student discipline is influenced by the use of learning websites in the learning process. This is because each assignment or quiz is given a deadline for completing it. So, if students are late in submitting assignments, information will appear on the learning website (Sugiarto et al., 2019). Giving a deadline for each question helps students to be able to use their time more effectively and efficiently which can later influence students' discipline in their activities. (Ulfiah, 2019). Discipline is an important trait that students should possess. The purpose of this discipline is to help students provide self-control or boundaries while participating in the teaching and learning process (Arumingtyas, 2021).

The results of students' learning independence, and discipline indicators, have increased at each meeting. Meeting 1 received an n-gain score of 0.22, indicating that there was an increase in discipline in the low category. Meeting 2 received an n-gain score of 0.57 which shows that there has been an increase in discipline in the medium category. Then at meeting 3, they got an ngain score of 0.68, which shows that there has been an increase in discipline in the medium category. Self-confidence is an attitude of confidence in one's abilities which causes a person to be less anxious in all his actions, feel free to do things he likes, be responsible for his actions, and have the drive to achieve (Yuniar & Ramlah, 2021). Self-confidence is a person's belief in their abilities and strengths, which enables them to achieve their life goals (Nurjanah, 2018). With high self-confidence, it can foster courage in students, such as the courage to ask questions about material that has not been understood, so that the understanding gained can be maximized. Students with a high level of self-confidence will be active in participating in learning (Denansa et al., 2023).

Increased self-confidence because on the learning website, there is a discussion forum, where students can write opinions or respond according to their understanding (Rahmawati & Purwaningrum, 2022). In addition to increasing student participation, it is said that online discussions affect interaction and communication between students themselves and between students and teachers significantly, these forums can shape students' social relationships and identities (Gasmi, 2022). Participants in online discussions often negotiate friendships with other like-minded participants. They often read and comment on their discussion posts and seek to build friendships with them outside of the teaching-learning context. Students who have good self-confidence in learning will be able to process their feelings and encourage themselves to be brave in expressing opinions, answering, or responding to what they receive during the learning process (Bismala, 2022).

The results of students' independent learning and motivation indicators have increased at each meeting. Meeting 1 received an n-gain score of 0.22, indicating that there was an increase in discipline in the low category. Meeting 2 received an n-gain score of 0.61, which shows that there has been an increase in discipline in the medium category. Then at meeting 3, they got an ngain score of 0.80, which shows that there has been an increase in discipline in the high category. Motivation is a drive that comes from within or outside a person, which can encourage the desire to learn. This is important in learning because it can create excitement and enthusiasm for studying (Destyana & Surjanti, 2021). Motivation in learning plays a crucial role in the progress and achievements of students. Students with high motivation tend to have a strong learning spirit, enabling them to overcome difficulties more effectively and achieve optimal learning outcomes (Pratama et al., 2019). Someone who has high learning motivation has the possibility of obtaining high learning outcomes as well, this shows that the higher the learning motivation, the more effort put in, and the higher the learning achievement that will be obtained (Febrita & Ulfah, 2019)(Syahmani et al., 2021).

The use of technology-based learning media such as websites can facilitate the communication process and are essential elements for creating a supportive school environment and increasing students' motivation to learn (Molina et al., 2022). Increased motivation is due to the learning website providing phenomena that are close to everyday life so that students can be motivated to take part in learning and deepen their understanding of chemical bonding material. From the results that have been obtained for each indicator, it can be seen that the Moodle integrated learning website is feasible to use as a learning media to increase students' learning independence. This is in line with research conducted by (Febrita & Ulfah, 2019) which states that engaging media is one of the efforts to enhance student's learning motivation. Additionally, based on the research by (Meduri et al., 2022), website-based learning media facilitates students in accessing learning resources and materials easily and allows them to learn flexibly, anytime and anywhere.

Based on Figure 8, it can be seen that on average students experienced an increase in learning outcome scores. This can be seen from the n-gain analysis of the pretest-posttest scores. Based on the n-gain score, 16 students got a score of G ≥ 0.7 in the high category and 13 students got a score of 0.3 ≤ G > 0.7 in the medium category. The improvement is due to the preparation of tests and the selection of learning resources included on the website used as support or reference for students in their studies. The combination of technology-based learning media, such as this learning website, with appropriate test preparation, allows for effective learning and maximizes the understanding gained by students. This aligns with cybernetic learning theory, which emphasizes the teaching and learning process using technology to obtain information quickly and accurately (Josip, 2022). In cybernetic theory, the process is prioritized over the outcome and is examined in the form of information systems in conveying messages from teachers to students. Furthermore, the cybernetic learning approach enables students to be independent and disciplined in completing assigned tasks, as well as facilitating interpersonal communication with other students and teachers (Kalifah & Prastowo, 2021). The formulation of tests available on the website is also linked to phenomena that are close to everyday life, so that students will be interested in studying them. This is to the cognitive learning theory by Jerome Bruner, which states that cognitive abilities can be enhanced by organizing the learning materials to be studied, and the learning process will proceed well if teachers provide opportunities for students to discover concepts from a phenomenon (Maulida et al., 2022).The use of an integrated learning website with Moodle also allows students to learn more flexibly. This media can be used both in and out of the learning environment. This aligns with neuroscience learning theory, which focuses on brain-based learning. The human brain does not have a single learning style; therefore, e-learning content and activities need to be varied and diverse. The functional organization of the brain and mind depends on experience and the positive benefits from that experience (Afib Rulyansah, 2017).

This increase is due to the preparation of tests that have been adjusted to the results of the initial analysis which produces student characteristics and the goals to be achieved, namely increasing student learning independence (Masturoh & Anggita, 2023). Using an integrated learning website with Moodle allows students to learn more flexibly. Because this media can be used both in learning and outside of learning. This is in line with neuroscience learning theory which focuses on brain ability-based learning (Batubara & Supena, 2018). The human brain does not have a single learning style, therefore e-learning content and activities need to be varied and varied. The functional organization of the brain and mind depends on experience and benefits positively from that experience. Media pembelajaran berbasis website terintegrasi dengan moodle membantu explorasi peserta didik saat belajar, sehingga belajar dapat menjadi suatu hal yang menyenangkan (Gumilar & Hermawan, 2021).

The development of an Integrated Chemistry Learning Website with Moodle to Increase Students' Learning Independence on Chemical Bonding Material that has been developed has several differences from previous research, such as in Makharany's research (2023) in terms of the implementation of website-based learning media on chemical bonding material to determine learning outcomes. The results showed that the implementation of learning media using the website on chemical bonding material obtained the students' chemistry learning outcomes were greater than the value of the minimum completeness criteria (KKM), namely with an average value of learning of 80. Relevance to Sukma's research (2020) in terms of elearning quality based on Moodle LMS learning media. The results showed that the average value of students before using elearning-based learning media using LMS Moodle was 57.0 or only about 52% were able to exceed the KKM and after using the learning media the average value increased by 77.0%. Relevance to the research of (Julaecha & Baist, 2019) in terms of the relationship between learning independence and the learning outcomes of class xii high school students in mathematics. The results of this study indicate that there is a positive relationship between learning independence and the learning outcomes of XII-grade vocational students in mathematics. Significantly, the magnitude of the relationship that occurs between learning independence and learning outcomes in this study is 0.400. The chemistry learning website integrated with Moodle that was developed has differences with previous studies. For example, this website is equipped with a quiz feature at the end of each lesson that can be used to determine the ability of students before continuing learning on the next sub-material, there is a discussion feature that can be used to ask or respond, learning videos, learning resources, and a message feature to the teacher so that students can ask questions both outside of learning hours.