Sistem Informasi Manajemen Laporan Kegiatan Belajar Mengajar pada STMIK Bina Insani - Bekasi

Teaching and Learning Activities is one of the important processes in education. Educational success is largely influenced by a good learning process, planned and directed. One element of evaluation in the learning process is a system that can monitor the process.In this case, we need a system to be able to evaluate the application in the form of teaching and learning activities in which there is information about faculty, courses, days, hours, rooms, number of students, the principal language, sub subject and others. With this application, the evaluation of teaching and learning can be done effectively and efficiently. Keywords: application, evaluation, learning, system

Development and evaluation of a web-based learning system based on learning object design and generative learning to improve higher-order thinking skills and learning

This research aims to design, develop and evaluate the effectiveness of a Webbased learning system prototype called Generative Object Oriented Design (GOOD) learning system. Result from the preliminary study conducted showed most of the students were at lower order thinking skills (LOTS) compared to higher order thinking skills (HOTS) based on Bloom’s Taxonomy. Based on such concern, GOOD learning system was designed and developed based on learning object design and generative learning to improve HOTS and learning. A conceptual model design of GOOD learning system, called Generative Learning Object Organizer and Thinking Tasks (GLOOTT) model, has been proposed from the theoretical framework of this research. The topic selected for this research was Computer System (CS) which focused on the hardware concepts from the first year Diploma of Computer Science subjects. GOOD learning system acts as a mindtool to improve HOTS and learning in CS. A pre-experimental research design of one group pretest and posttest was used in this research. The samples of this research were 30 students and 12 lecturers. Data was collected from the pretest, posttest, portfolio, interview and Web-based learning system evaluation form. The paired-samples T test analysis was used to analyze the achievement of the pretest and posttest and the result showed that there was significance difference between the mean scores of pretest and posttest at the significant level a = 0.05 (p=0.000). In addition, the paired-samples T test analysis of the cognitive operations from Bloom’s Taxonomy showed that there was significance difference for each of the cognitive operation of the students before and after using GOOD learning system. Results from the study showed improvement of HOTS and learning among the students. Besides, analysis of portfolio showed that the students engaged HOTS during the use of the system. Most of the students and lecturers gave positive comments about the effectiveness of the system in improving HOTS and learning in CS. From the findings in this research, GOOD learning system has the potential to improve students’ HOTS and learning

Evaluation of a global MBA programme

E-learning continues to develop rapidly supported by increasing sophistication of information technology and by better understanding of how to make content and delivery more effective. Moreover, new forms of e-learning support system are being introduced to higher education institutions in an effort to meet the student-centred learning paradigms recommended by UNESCO (UNESCO, 1998). The creation and implementation of effective quality assurance for such learning processes has been identified as one of the most challenging tasks. Jara & Mellar (2010) and Martínez-Argüelles et al. (2010) point out that the collection of student feedback should be a central part of strategies to monitor the quality and standards of teaching and learning in higher education institutions for both conventional learning and e-learning. Jara & Mellar (2010) note also that while research into e-learning abounds, studies that focus on the effectiveness of the provision of e-learning are limited, and that this is a gap to be filled. This article reports on the evaluation of, and the consequent changes to, the global e-learning MBA programme from the University of Bedfordshire. The research was conducted by three members of the MBA team - two Senior Lecturers and the E-learning Development Manager. The aim was to investigate the learning experiences and perceptions of the students and to evaluate the effectiveness of the e-learning support system

An adaptable and personalised e-learning system applied to computer science programmes design

With the rapid advances in E-learning systems, personalisation and adaptability have now become important features in the education technology. In this paper, we describe the development of an architecture for A Personalised and Adaptable E-Learning System (APELS) that attempts to contribute to advancements in this field. APELS aims to provide a personalised and adaptable learning environment to users from the freely available resources on the Web. An ontology was employed to model a specific learning subject and to extract the relevant learning resources from the Web based on a learner's model (the learners background, needs and learning styles). The APELS system uses natural language processing techniques to evaluate the content extracted from relevant resources against a set of learning outcomes as defined by standard curricula to enable the appropriate learning of the subject. An application in the computer science field is used to illustrate the working mechanisms of the APELS system and its evaluation based on the ACM/IEEE computing curriculum. An experimental evaluation was conducted with domain experts to evaluate whether APELS can produce the right learning material that suits the learning needs of a learner. The results show that the produced content by APELS is of a good quality and satisfies the learning outcomes for teaching purposes

An evaluation of electronic individual peer assessment in an introductory programming course

[Abstract]: Peer learning is a powerful pedagogical practice delivering improved outcomes over conventional teacher-student interactions while offering marking relief to instructors. Peer review enables learning by requiring students to evaluate the work of others. PRAISE is an on-line peer-review system that facilitates anonymous review and delivers prompt feedback from multiple sources. This study is an evaluation of the use of PRAISE in an introductory programming course. Use of the system is examined and attitudes of novice programmers towards the use of peer review are compared to those of students from other disciplines, raising a number of interesting issues. Recommendations are made to introductory programming instructors who may be considering peer review in assignments

Optimising Selective Sampling for Bootstrapping Named Entity Recognition

Training a statistical named entity recognition system in a new domain requires costly manual annotation of large quantities of in-domain data. Active learning promises to reduce the annotation cost by selecting only highly informative data points. This paper is concerned with a real active learning experiment to bootstrap a named entity recognition system for a new domain of radio astronomical abstracts. We evaluate several committee-based metrics for quantifying the disagreement between classifiers built using multiple views, and demonstrate that the choice of metric can be optimised in simulation experiments with existing annotated data from different domains. A final evaluation shows that we gained substantial savings compared to a randomly sampled baseline. 1

PRINSIP-PRINSIP DASAR EVALUASI DAN IMPLIKASI DALAM MENILAI INSTRUKSI IMAN ISLAM DI LEMBAGA PENDIDIKAN

The study uses qualitative research strategies and uses literature review methodologies. Evaluation includes measurement and assessment, as demonstrated by the results of the discussion. Evaluation has a significant and strategic role in the field of learning, as it is covered in the framework of learning evaluation. The aim is to evaluate the effectiveness and efficiency of the education system. This field of study includes curriculum evaluation, evaluation of the learning process, and examination of learning outcomes. The concept of evaluation usually includes the following elements: continuity, comprehensive, fair, objective, collaborative, and practical. The values discussed include integrity, coherence, pedagogy, and accountability. Assessment of Islamic education in educational institutions must be done in a sustainable, comprehensive, and integrated manner, with an implicit understanding. Therefore, it is essential for Islamic Religious Education instructors to have the ability to evaluate student progress, covering the cognitive, affective, and psychomotor domain dimensions

A Hybrid Recommender Strategy on an Expanded Content Manager in Formal Learning

The main topic of this paper is to find ways to improve learning in a formal Higher Education Area. In this environment, the teacher publishes or suggests contents that support learners in a given course, as supplement of classroom training. Generally, these materials are pre-stored and not changeable. These contents are typically published in learning management systems (the Moodle platform emerges as one of the main choices) or in sites created and maintained on the web by teachers themselves. These scenarios typically include a specific group of students (class) and a given period of time (semester or school year). Contents reutilization often needs replication and its update requires new edition and new submission by teachers. Normally, these systems do not allow learners to add new materials, or to edit existing ones. The paper presents our motivations, and some related concepts and works. We describe the concepts of sequencing and navigation in adaptive learning systems, followed by a short presentation of some of these systems. We then discuss the effects of social interaction on the learners’ choices. Finally, we refer some more related recommender systems and their applicability in supporting learning. One central idea from our proposal is that we believe that students with the same goals and with similar formal study time can benefit from contents' assessments made by learners that already have completed the same courses and have studied the same contents. We present a model for personalized recommendation of learning activities to learners in a formal learning context that considers two systems. In the extended content management system, learners can add new materials, select materials from teachers and from other learners, evaluate and define the time spent studying them. Based on learner profiles and a hybrid recommendation strategy, combining conditional and collaborative filtering, our second system will predict learning activities scores and offers adaptive and suitable sequencing learning contents to learners. We propose that similarities between learners can be based on their evaluation interests and their recent learning history. The recommender support subsystem aims to assist learners at each step suggesting one suitable ordered list of LOs, by decreasing order of relevance. The proposed model has been implemented in the Moodle Learning Management System (LMS), and we present the system’s architecture and design. We will evaluate it in a real higher education formal course and we intend to present experimental results in the near future