Using Laboratory Monitoring Application to Improve Learning

Outcomes of Digital Systems of PTIK Unima Engineering Faculty

Students

Christine Takarina Meitty Manoppo, Jim Ronny Tuna, Alfrina Mewengkang, Morris Serulo Silva

Sammie Tumanduk, and Hiskia Kamang Manggopa

Information and Communication Technology Education Department, Manado State University

Keywords: laboratory monitoring application, NETOP School, digital system, learning outcome

Abstract: This study aims to improve learning outcomes of the Digital System of PTIK students in the second

semester of the 2016/2017 school year through the use of the Netop School laboratory application. The

research method used is Classroom Action Research (CAR). Population and sample are all second semester

students of the PTIK Department of the Faculty of Engineering Unima who contact the Digital System

subject in the 2016/2017 school year. The research data was taken from the value of student learning

outcomes in cycle I and cycle II with digital circuit material. Student learning outcomes in the initial

conditions which only reached 59% increased to 75% in cycle 1. Likewise the grade completeness grade has

increased from 76% to 80% in cycle 1. While in cycle 2 it becomes 100% or the whole student has reached

the value individual completion amounted to 75. Class completion value also increased from 80% to 87% in

Cycle 2. From the results of this study it can be concluded that using laboratory monitoring applications can

improve learning outcomes of Digital System courses. Laboratory monitoring application Netop school can

support and facilitate learning to be more enjoyable and more efficient, students' activities during the

laboratory can be controlled and more active in learning. So the use of the latest technologyl advancements

can maximize laboratory functions to improve learning outcomes.

1 INTRODUCTION

The development of information and communication

technology in the current era of globalization cannot

be avoided anymore in the world of education

(Cipolla and Siino, 2017). Along with these

developments learning methods also experience a lot

of development, both personal learning methods,

learning media or learning processes (Kolb, 2014).

The form of information technology development

applied in the world of education is E-Learning

(Clark & Mayer, 2016).

E-Learning applications such as the use of

electronic media and others that have been used in

digital system courses at PTIK Unima, Faculty of

Engineering. But the use of this media is still not

effective especially the learning process carried out

in the laboratory. Even though students and lecturers

can open course material on a computer, they cannot

communicate over the computer. They keep

communicating manually, asking or explaining

directly what to do and explain. Likewise when the

lecturer gives a test during evaluation.

Thus the focus of the problem lies in learning

media that have not been used efficiently and

effectively. Media development that has been used is

needed. The media developed need to be adjusted to

the characteristics of students and material, so that

students can easily use the media and understand the

materia (Collins and Halverson, 2018). One of the

learning media is the use of Netop School laboratory

applications (Hidayatullah, 2017).

Netop School application is very suitable to be

used as, because Netop School is a program

specifically created to assist in the learning process

and supervision of computer use by students

(Suhardjo & Purnama, 2013).

1.1 Learning Media

Instructional media are used by teachers to convey

subject matter not only as a tool, but nowadays

504

Manoppo, C., Tuna, J., Mewengkang, A., Tumanduk, M. and Manggopa, H.

Using Laboratory Monitoring Application to Improve Learning Outcomes of Digital Systems of PTIK Unima Engineering Faculty Students.

DOI: 10.5220/0009014205040510

In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 504-510

ISBN: 978-989-758-411-4

learning media can also provide stimulus for

students to learn and develop students' intellectual

and emotional aspects (Rusman, 2011).

According to Wiji Suhardjo, various theoretical

and empirical studies show the use of media in

learning as follows; 1) Media is able to provide

varied stimuli and reduce verbal tendencies, 2)

Media can overcome the limitations of experience

possessed by students, 3) Media can overcome

physical limitations and learning environment

(classrooms) such as; objects that are too big or too

small, movements that are too fast or slow, objects

that are too complex or objects that are too far away

or difficult to reach (geographic), 4) Media allows

direct interaction between students and their

environment, 5) Media produces uniformity

observation (unifying responses), 6) The media

evokes new desires and interests, 7) The media

evokes motivation and stimulates learning, 8) The

media provides integral / comprehensive experiences

of concrete and abstract things, 9) The media

provides opportunities for students to learn

independently, at the place, time and speed that is

self-determined (Suhardjo & Purnama, 2013).

1.2 E-Learning Media Using Netop

School

E-Learning media is learning that uses electronic

circuits through internet media, to deliver learning

material that is packaged in an e-book. E-Learning is

learning to use electronic circuits (LAN, WAN, or

internet ) to convey the contents of learning,

interaction, or guidance. Learning and learning

materials delivered through this media have text,

graphics, animation, simulation, audio and video.

Netop School is designed for teachers / lecturers

to simultaneously disseminate the display of a

monitor in a class. Used for online lectures in a

computer network, one computer is installed

(installed) NetOp School in the choice as a teacher,

and the student computer is installed (installed)

NetOp School in the choice as a student (acting as a

client). The teacher can control the activities on the

student computer from the teacher computer,

including demonstrating the desktop teacher on the

student desktop, locking the student computer to get

attention, monitoring the student monitor screen,

distributing files to student computers, collecting

files from students, giving tests and surveys to

students, prevents students from running application

programs outside lecture material, preventing

students from opening certain website addresses,

recording from teacher and student computer

screens, displaying an application program to

student computers and changing the classroom

environment.

The advantage of NetOp School is that teachers

can monitor all student activities while students

cannot see the activities of the teacher. Teachers can

also give different assignments / explanations to

each student, which is immediately displayed on the

student monitor. With this software the teacher can

monitor the entire student display screen or see what

programs are run by students and vice versa, the

teacher can display what is on the monitor so that it

looks on the student's computer. Teachers through

NetOp School Teacher can communicate in writing

or with audio video. In addition, the teacher can lock

the student's computer if students do actions that are

not pleasing. With NetOp School, teachers can also

turn off / turn on students' computers remotely, and

make online tests / exams easily.

1.3 Thinking Framework

One of the successes of teaching and learning

activities can be seen from the level of

understanding and mastery of the material of the

students. The extent to which students are capable of

understanding and applying various concepts to

solve problems. Students are identified as

understanding and knowing, if students have been

able to explain, define using their own words when

faced with questions, questions, tests, and

assignments. The student is passed when students

can work on the questions given properly and

correctly.

One problem that impedes the achievement of

student learning outcomes in the computer

laboratory is the amount of distraction in students,

and the low ability of the teacher to monitor and

direct the activities of students in the laboratory. So

the application of auxiliary software, namely Netop

School is expected to contribute, especially in

improving the ability of teachers to monitor and

direct learning, easier to use and give special

treatment to certain students. So it is assumed that

the use of laboratory monitoring applications is the

right step to improve student learning outcomes in

computer practice. The Action Hypothesis in this

study is; Use of Laboratory Monitoring Applications

Netop school can improve learning outcomes of

Digital Systems of Unima PTIK Faculty of

Engineering students.

Using Laboratory Monitoring Application to Improve Learning Outcomes of Digital Systems of PTIK Unima Engineering Faculty Students

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2 RESEARCH METHOD

The research method used in this study is Classroom

Action Research (CAR). The sample of this study

were 24 PTIK Faculty of Engineering students,

Unima Tondano, consisting of 14 men and 10

women. This Classroom Action Research is

conducted from March to May 2018.

The preparation of classroom action plans is

carried out in several stages, namely: 1) Preparing

learning plans using the Netop school application,

including learning scenarios, time allocation, and

student worksheets. 2) Input data and teaching

materials into Netop school such as images, videos,

audio and tests. 3) Preparing learning evaluation

formats and learning observation formats. 4)

Establish data types and data collection methods

through observation. 5) Assess and determine

indicators of success of action, in this case the

absorption of students and the completeness of

student learning. 6) Establish the way of

implementing reflection, which is carried out after

the giving of actions and the implementation of

observations in each cycle. 7) Establish criteria for

success, namely increasing student learning

outcomes.

The Classroom Action Stage is designed in two

cycles namely; 1) Cycle 1 is conducted for 4 weeks

(4 meetings). The first meeting begins with

planning, implementation, observation and

reflection. The same action was held in the second,

third and fourth meetings, but with more emphasis

on the evaluation and reflection of the previous

meeting. Also accompanied by assessment of

learning outcomes through the implementation of

tests at the end of the cycle. 2) Cycle 2 is conducted

for 4 weeks (4 meetings) with steps such as Cycle I.

3 RESULT & DISCUSSION

Before carrying out class action, the researcher

observes the achievement of student learning

outcomes in the previous period (pre-cycle). This

aims to find out the initial conditions of students'

abilities. One of them is reviewing students' daily

test data in the previous period, as shown in the table

below.

Tabel 1: Initial conditions of student learning completion

recapitulation.

Parameter

Quantity

Individual Learning Completion

58%

Number of Overall Students

Number of Students Who Have

Completed Learning

Number of Unfinished Students

Classical Learning Completion

76%

The results of pre-cycle observations showed that

the completion of individual student learning was

58%, of which 24 students had only 14 who had

completed their study and 10 students had not yet

completed their study. The percentage of students'

completion of learning in the initial conditions can

be seen in the following Figure 1.

Figure 1: Graphic of initial conditions of the student

learning completion percentage.

The model used in this CAR is a Cycle Process

Method (Round / Spiral) which refers to the Kemmis

and Taggert CAR models. The research cycle has

four stages of activity in each cycle, namely Planing,

Acting, Observing, and Reflecting along with the

evaluation of the achievement of results for further

implementation in the next cycle (Suharsimi, 2006:

74). Each cycle is carried out using the Netop

School Application during Learning, each Class

Action Research cycle is carried out in four

meetings.

3.1 Cycle 1

a. Planning

1. Reviewing standard competencies and basic

competencies related to the material to be

taught, then formulated into a form of

Learning Implementation Plan (LIP).

2. Preparing teaching materials and practice

questions then inputting into Netop School.

b. Implementation

The implementation of the action is carried out

in 4 meetings, discussing one subject matter

namely digital circuit. Every learning uses

Laboratory Monitoring Application, namely

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Application on Green Technology

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Netop School. The learning scenarios using

Netop School are:

1) When learning begins, the teacher explains

the problem of learning in class, all students

are invited to discuss the problem and are

given motivation to learn by selecting the

Default Image menu. So that the attention of

all students is directed to the lecturer or LCD

screen in the class, and not to the computer.

2) After sufficient explanation, then release the

Default Image and students are given the task

to do something on their computers. When

they work on their respective tasks, the

lecturer monitors the class as a whole by

selecting the Thumbnails Views menu, so

that student activities in general can be

monitored properly. Aside from Thumbnails

Views, the teacher takes turns monitoring

each student by selecting the Control -

Observe menu.

3) With the Entire Screen menu the lecturer can

directly demonstrate the teacher's computer

display to several student computers or all

student computers. The Entire Screen menu is

more effective than the LCD because it can

be seen more clearly, especially seeing

complicated coding programs and need close

visibility to view them.

4) If there are students who have difficulty in

carrying out tasks, the lecturer can guide or

help with Manage-Chat. Lecturer chat can

communicate with certain students without

being noticed by other students, so that

student privacy can be maintained. Lecturers

can also remind students who are not focused

with Manage - Send massage.

5) Restrictions on access to the internet by

choosing Control - Deny Internet. So until the

end of the lesson, the student computer will

not be connected to the internet until the

Internet Deny menu is released by selecting

the Allow All menu. A simpler access

limitation is to block one particular site,

namely with Options - Policy - Internet and

add the site address that we will block.

6) If the class generally experiences difficulties,

the lecturer can take over one of the student's

computers to be used as a sample case,

namely by choosing Manage - Remote

Control. Through this menu, the lecturer can

explain one example of student work that

needs to be improved for all participants

7) Next the lecturer will provide an example of

the file that has been prepared, by selecting

the Manage - Distribute menu then after the

students work on their respective computers,

the results can be taken by the lecturer by

selecting the Manage - Collect menu.

8) To test all students, the lecturer chooses the

Teach - Run test menu. Then all students are

faced with test questions to be answered,

which can be monitored directly by the

lecturer. If the student is working on a

question correctly, the student in the question

number will get a check code (√), and if he

does the problem with the wrong result, then

the student on the question number will get a

cross code (X). When the working time is up,

the work is automatically stopped, and the

lecturer computer will analyze the test results.

9) Ensure the netop school application on the

lecturer computer and the student runs well.

c. Observation

The results of observations in cycle 1 generally

show an increase in their learning activities in

following the learning process. This is

evidenced by the recapitulation of learning

outcomes in this Cycle 1 below.

Table 2: Cycles I student learning completion

recapitulation.

Parameter

Quantity

Individual Learning Completion

75%

Number of Overall Students

Number of Students Who Have

Completed Learning

Number of Unfinished Students

Individual Learning Completion

80%

From the Table 2, it can be seen that there is an

increase in student learning outcomes where in the

initial conditions the level of student learning

completeness was only 59%, increased to 75% in

cycle 1. The level of completeness of the class also

increased from 76% in the initial conditions

increased to 80% in the cycle 1. Of the total 24

students there are 25% or as many as 6 students who

have not reached the completeness of learning

criteria as shown in Figure 2.

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Figure 2: Student learning completionpercentage

Cycle 1.

Although in Cycle 1 classical learning

completeness has been fulfilled, but the learning

outcomes of students in Cycle 1 only reached 75%

of the 85% target. Therefore, improvements need to

be made in the next cycle.

d. Reflection

Researcher identified several learning deficiencies in

Cycle I based on observations of student learning

activities:

1) Lack of practice time given.

2) Students are reluctant to express learning

outcomes

3) Students are reluctant to answer questions.

4) Students still have difficulty working on

questions

5) Many students do not write the material

presented.

6) Students are reluctant to ask

Based on the weaknesses above, the researcher

can determine improveents actions in the second

cycle. The following are the intended actions:

1) Active students are conditioned by the teacher

and provide opportunities for students who are

not yet active.

2) Give reinforcement by mentioning the names of

students who get high grades, in order to

motivate students who are not active.

3) Giving reinforcement by displaying the work of

each student to all other student monitors.

4) The teacher explains the benefits of Netop

School again. One of them is the Chat menu, as

a media student to ask directly to the teacher

without having to be known by other students.

5) The teacher explains the individual's

responsibility to the group, this is so that

students work together in group work.

6) Teachers continuously supervise all students.

And help students who have difficulties while

doing assignments through monitoring from the

teacher monitor.

The teacher gives awards to students who work on

assignments on time.

3.2 Cycle 2

In Cycle 2, the meeting was held 4 times. The four

meetings were held based on the results of reflection

in Cycle 1, namely:

a. Planning

Before taking action, the researcher takes

planning actions, namely preparing a Learning

Implementation Plan (RPP), compiling a

worksheet and preparing an observation sheet.

Then prepare teaching materials and practice

questions to be inputted into Netop School.

b. Implementation

The implementation of the action in Cycle 2 is

the same as in the first cycle, only the material

is different. To reduce the problems and

weaknesses that occur in the previous cycle,

there are several things that have been

modified, such as the following:

1. In Cycle 2 students are given more time

to practice. Because in the first cycle

students did not have time to complete

the task, even though they already

understood the material being taught.

2. Reduce demonstration time and

explanation. The teacher monitors more

continuously through the teacher's

computer. And immediately help

students if they have difficulty working

on assignments.

3. Use the Attention menu and lock the

keyboard and mouse if there are students

who do activities that are not related to

the task accompanied by a warning to the

student.

c. Observing

Observations on student learning outcomes in

cycle 2 can be seen in Table 3.

Table 3: Cycle 2 student learning completion

recapitulation.

Parameter

Quantity

Individual Learning

Completion

100%

Number of Overall Students

Number of Students Who

Have Completed Learning

Number of Unfinished

Students

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Application on Green Technology

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Students learning outcomes achieved has

showed better results compared to cycle 1.

Where the level of learning completion in

Cycle 1 was only 75%, while in cycle 2 it

increased to 100% or all of the 24 students had

reached individual completion criteria with a

value of ≥ 75 The level of class completeness

also increased from 80% in Cycle 1 to

significantly increase to 87% in Cycle 2.

d. Reflection

Overall the percentage of student learning

increases from each cycle that has been carried

out. In Cycle I the percentage of mastery

learning reaches 100% of the 85% target to be

achieved while the percentage of classical

completeness has reached 87% of the 80%

target to be achieved. These results indicate

that the research indicators have been achieved

thus no further improvements in learning are

carried out in the next cycle.

3.3 Learning Completion

Recapitulation in Each Cycle

The learning outcomes obtained by students during

Cycle I and Cycle II can be made as the following

comparison recapitulation can be seen in Table 4.

Table 4: Student Learning Completion Recapitulation in

Each Cycle

Parameter

Quantity

Pre-

cycle

Cycle

Number of Overall

Students

Individual Learning

Completion

58%

75%

100%

Number of Students

Who Have Completed

Learning

Number of students who

have not completed

learning

Classical Learning

Completion

76%

80%

87%

The results of the study confirm that the increase in

student learning outcomes is strongly influenced by

mastery of the material. In Cycle II, students and

teachers are accustomed and begin to get a match in

learning. Laboratory monitoring application that is

Netop School is very helpful for students in

understanding the material, saving more time and

energy so that learning runs effectively and

efficiently.

4 CONCLUSION

The use of the Laboratory Monitoring Application

has a positive impact on improving student

competence and is proven to be able to improve

learning outcomes. Laboratory Monitoring

Application can help teachers in teaching and

learning activities in the laboratory. The teacher can

increase supervision to students in a full and

continuous manner, so learning activities in the

laboratory run effectively and efficiently. Through

the use of Laboratory Monitoring Applications, class

XI Software Engineering learning outcomes in the

subject matter of Application Programming with

Visual Basic can be improved.

Teachers are expected to be more creative when

teaching in the laboratory, and develop appropriate

strategies before teaching. Teachers are expected to

be able to take advantage of the latest technological

advancements, maximize the function of the

laboratory to improve student learning outcomes.

This means that there must be innovation in

implementing learning, one of which is by using

laboratory monitoring applications when teaching or

practicing in the laboratory. For the PTIK

Department Unima Engineering Faculty is advised

to be able to improve facilities and infrastructures

that support the course of the education process,

especially the completeness of computer laboratory

inventories including hardware and software.

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Application on Green Technology

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