The Design of Web-based Learning System using Feasibility Study

Concept

Yuli W. Astuti

, Sheila F. Putri

and Kholilah

Faculty of Economics, Universitas Negeri Malang, Malang -Indonesia

Keywords: Web-Based Learning Software, Research and Development, Feasibility Study

Abstract: This study aims to design feasibility study software based on fourth ratio; liquidity, activity, leverage, and

profitability (FEASTEDU). The learning process are making small and medium enterprises financial

statements, making manual financial statement analysis, confirmed the accuracy of manual calculations with

software results, and making conclusions about business feasibility. Learning model is implemented in the

FSA courses in the Accounting Department of Universitas Negeri Malang. The software development phase

used the development model of the Instructional Development Institute (IDI) by Borg and Gall. IDI

implementation is analyzing user needs, designing, validating and implementing, and evaluating software.

The problem faced in software implementation are the students schedule of data collection, tax calculation

errors, and the software accessability.

1 INTRODUCTION

The number of internet users in Indonesia is 54.68%

of the total population in Indonesia (APJII, 2017).

Higher education must accommodate this data by

making the internet as one of the learning media.

Time and space constraints can be solved using

internet-based learning. Internet-based learning can

improve the quality of education (Atabekova,

Belousov, & Shoustikova, 2015; Aziah, Sahari, &

Muda, 2013; Chatwattana & Nilsook, 2017;

Deejring, 2014; Elida, Nugroho, & Suyudi, 2012;

Qing & Li, 2011; Ya, Alsancak, & Özüdo, 2015).

The example of internet-based learning is

website-based learning (WBL). WBL is more

interesting, interactive, and easy to apply because it

does not require a complicated programming

language (Chatwattana & Nilsook, 2017; Qing & Li,

2011). Another benefit obtained from using the

website is time efficiency (Atabekova et al., 2015;

Deejring, 2014), easier learning process (Aziah et

al., 2013; Chatwattana & Nilsook, 2017; Ya et al.,

2015) and increasing student understanding

(Atabekova et al., 2015; Elida et al., 2012; Qing &

Li, 2011). The implementation of WBL is an online

discussion forum, submission of material and online

assignments (Chatwattana & Nilsook, 2017; Elida et

al., 2012). WBL can be combined with other

learning methods such as PBL (Chatwattana &

Nilsook, 2017).

This research develops website-based software

(FEASTEDU). The development of FEASTEDU

was carried out to bring students closer to the

practice of preparing financial reports in accordance

with applicable accounting standards to support the

development of a life-based curriculum. Staron

(2011) explained that life-based learning is the

whole learning that utilizes all the learning resources

around the student.

The components developed in FEASTEDU are:

1) Summary financial ratios concept, 2) financial

statements, 3) calculation of each ratio, and 4)

assessment of business feasibility. Calculation of

financial ratios is presented in the subject of

Financial Management and Auditing course, and

deeply analyzed in the Financial Statement Analysis

(FSA) course.

Munawir (2010) states that financial statement

analysis is the study of the relationship of financial

statements account. Murhadi (2013) dividing

financial ratios in five major groups; liquidity ratio,

asset management ratio, debt management ratio,

profitability ratio, and market value ratio. Different

from Murhadi (2013), Hanafi dan Halim (2009) use

the term activity ratio to categorize asset

1270

Astuti, Y., Putri, S. and Kholilah, .

The Design of Web-based Learning System using Feasibility Study Concept.

DOI: 10.5220/0009508112701273

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 1270-1273

ISBN: 978-989-758-432-9

management ratios, and solvency ratios for debt

management. Subramanyam dan Wild (2010)

presents financial ratios in three important areas,

credit analysis, profitability analysis, and valuation.

Each ratio has a different function. Liquidity

Ratio to measure the company's ability to pay short-

term liabilities. Activity Ratio to measure the

effectiveness of the use of entity resources. Leverage

Ratio to measure the amount of the entity's debt

financing, and Profitability Ratio to to assess a

company's ability to generate profits from invested

capital. The market value ratio is applied to public

company. This ratio is not suitable to be applied to

Non-Publicly-Accountable Entities (NPAE). NPAE

is a non-listed companies and non-financial

institutions (The Indonesian Accounting Standards

for NPAE, 2016). The entity that meets this

definition is a Small and medium enterprises

(SMEs).

2 RESEARCH METHOD

This study was implemented in the class of 2016

who are currently taking Financial Statement

Analysis course in the accounting department of

Universitas Negeri Malang (UM). The selection of

students as the subject of research is based on

Novianto (2013) which states that students are the

most internet users. other than that, Firmansyah dan

Noorlaily (2006) states that 93.6% of students use

the internet in the learning process.

FEASTEDU uses a Research and Development

design (Borg, W.R. & Gall, 1983) using

Instructional Development Institute (IDI). The IDI

development model uses an approach that includes 3

stages, define, develop and evaluate (UCIDT, 1973).

This method is designed to develop a new product or

perfect existing products with measurable phases

(Borg, W.R. & Gall, 1983). Below is a description

of FEASTEDU's development model:

Figure 1:. Flowmap Application.

3 ANALYSIS

Explanation of the steps above are as follows:

a. Define Phase

Requirements documentation includes: a)

curriculum analysis, b) analysis of student needs, c)

identification of learning methodes, and d)

identification of student’s characteristics. The

curriculum analysis phase are 1) Students are able to

master the concepts, principles, and calculations of

financial statement analysis, 2) Students are able to

creatively analyze analytical tools in decision

making, 3) Students are able to analyze adjustments

and projections on financial statements so that

students are able to minimize financial statement

bias by utilizing technology , 4) Students are able to

develop a set of analytical tools to understand

financial statements in decision making.

Analysis of students need based on the

questionnaire. The results of the questionnaire state

that 70% of students expect learning that is close to

the accounting practice, and the rest expect

conventional learning because of simplicity and

clearer tasks. Identification of learning method is

observation and in-depth interviews with lecturers in

the course of FSA. The results of the identification

indicate that both lecturers and students are confused

about the function of FSA to support student

accounting skills. Based on the results of the

identification of student characteristics, the class

chosen is the class with the number of actively

students participating in the learning process more

dominant than passive students.

b. Develop Phase

The develope stage includes three main activities,

consultation with practitioners and FSA lecturers,

making manual calculation content, and software

development by the iaccountax team. The first step

in software development was consulting with SMEs

relationship managers (RM) of Bank Muamalat

Indonesia (BMI). The results of the consultations

became a reference for the retail sector selection,

determining the feasibillity criteria using financial

ratio analysis, and determining business feasibility

of the entity. Discussion with the FSA lecturer were

conducted to determine the accuracy of the software

conclusion about feasibility concept. Discussions

were also conducted to select sub ratio analysis.

Account codes, are a means of categorizing

accounts in financial statements. 3 digit account

codes are used to simplify accounting calculations.

The accounts created are the minimum accounts in

the Indonesian Accounting Standard for NPAE.

The Design of Web-based Learning System using Feasibility Study Concept

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Reserve accounts in terms of assets, liabilities,

income and expenses are made to accommodate

other accounts that may be owned by SMEs. In

addition, to introduce students with the NPAE

accounting standard, some accounts are not

presented in their real names, but are replaced by the

name of the chapter that discusses the account in the

financial statements.

The statement of finacial position quality affects

the accuracy of the calculation of ratio analysis. The

results of manual calculations are consulted with

RM SMEs BMI to get input about the calculation

accuracy. The income statement function is to

describe the business operations of the entity. This

report is important to assess the profitability of an

entity. General requirements in the manual content

for the income statement are minus signs for interest

and other expenses. In addition, the link account is

also applied at 0.5% of maximum IDR

4,800,000,000 of gross sales. The general criteria in

landing are character, capacity, capital, collateral,

dan condition of economy (Kasmir, 2009). Capital

seen from the financial reporting.

Financial ratios content in this software are

financial ratios, calculation formulas, sheet

formulas, value amounts, and criteria for

determining business feasibility for each ratio.

Business feasibility criteria for the overall ratio is to

meet 6/8 of the total ratio. The other 3 ratios, return

on assets, time interest earned, and asset turnover are

not used in the final decision. The last manual

content is 88 types of multiple choice question. The

function of this content is as a learning tool for

students. The questions are designed in such a way

as to strengthen students' understanding regarding

the topic of financial statement analysis. Students

can see the results of the ratio calculation if they can

answer 3 questions from the 5 questions provided

for each ratio. The last step is software designing by

Iaccounttax. The developer input is the use of

multiple choice question, not comprehensive case

study due to time constraint.

c. Evaluation Phase

FEASTEDU uses sub domain of UM website, with a

page http://studikelayakan.fe.um.ac.id. The

constraints of software development is supporting

website sytem and content error. The supporting

website system problem is restricted mode of UM

website. The content constraints are based on the

opinions of media experts and curriculum

development team of Lembaga Pengembangan

Pendidikan dan Pembelajaran (LP3) UM. Input from

media experts is software color selection and the

prominence of certain buttons that students must

choose in the operationalization process. Differences

buttons can direct students to the stages that must be

done. Input from LP3 is addition of software

operationalization manual modules, addition of the

main menu before the login page, and software

narration in home page.

4 RESULT

The learning process starts from the second week of

September. The learning model used is combination

of project based learning (PBL) and WBL. PBL is

done by giving assignments to students in groups to

collect data on financial reports of SMEs in the retail

sector. Learning is done in five meetings. The first

meeting, on September 14, 2018, contained an

explanation of the learning model and activities to

be carried out. The activities carried out by students

are data collection, financial reports compilation,

manual calculation of ratios, software

operationalization, presentation of business

feasibility assessments to SMEs owners, and

presentation of the overall activities

The second meeting, September 21, 2018 is an

activity of data collection and preparation of SMEs

financial reports. The data collection stage brings

students closer to the accounting practice. At this

stage students learn to obtain limited financial report

data to produce a high quality financial reports in

accordance with the NPAE accounting standards.

The third meeting, September 28, 2018 is the

presentation of the results of the financial statement

analysis manual calculation. At this stage the

students confirm to the lecturer about the accuracy

of the manual calculation. The problem found at this

stage the tax calculation error. Some groups apply

taxes 5% of net income.

The fourth meeting, October 5, 2018 is the

operationalization of FEASTEDU and a presentation

on the assessment of business feasibility for SMEs.

Software operational activities are carried out

independently by students. The confirmation of

FEASTEDU's feasibility assessment is the basis for

students to confirm the accuracy of their

assessments. The fifth meeting, October 19, 2018 is

the class presentation of the overall results of

learning activities. At this stage students explain

learning experiences and constraints faced in each

learning process.

The constraints faced in the data collection stage

is student synchronizing schedule of data collection.

The solution of this problem is data collection on

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weekends. The constraints faced at the manual

calculation stage are tax calculation errors. Tax is a

determinant of a entities's net profit, so that errors

affected the accuracy of the profitability rastios

calculation. The obstacle faced in the FEASTEDU

operationalitation is software readiness. The

restricted mode in UM website affected the software

operationalization scheduled. The constraints and

solution at the data collection phase are also carried

out in presentation of business feasibility

assessments to SMEs owners phase.

5 CONCLUSIONS

The FEASTEDU design is done in three stages:

define, develop, and evaluate. Define stage is a

requirements documentation which includes four

main activities a) curriculum analysis, b) analysis of

student needs, c) identification of learning methodes,

and d) identification of student’s characteristics. The

develope stage includes three main activities,

consultation with practitioners and FSA lecturers,

making manual calculation content, and software

development by the iaccountax team. The evaluation

stage is done by capturing input from media experts

and material experts about the suitability of

FEASTEDU to achieve Learning Outcomes Courses

in the FSA course. The limitation in this study is the

website accessability. The next development can be

done on an android sytem so that it is more

accessible to students.

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