An Interactive Learning Environment System on Basic Programming Subjects: Effects of Learning Outcomes and Question Level Patterns

JTEV (Jurnal Teknik Elektro dan Vokasional) h t t p:/ / ej ou rn al .un p.ac.i d/ i n dex.ph p/ j t ev Vol. 8 No. 1 (2022) E-ISSN: 2302-3309 P-ISSN: 2746-6086 An Interactive Learning Environment System on Basic Programming Subjects: Effects of Learning Outcomes and Question Level Patterns Aulia Akhrian Syahidi1, Ahmad Afif Supianto2, Herman Tolle3, Tsukasa Hirashima4 1 2 Interactive Media, Game, and Mobile Technologies Research Group, Politeknik Negeri Banjarmasin Machine Learning Research Group, Research Center for Informatics, Indonesian Institute of Sciences 3 Media, Game, and Mobile Technologies Research Group, Universitas Brawijaya 4 Learning Engineering Laboratory, Department of Information Engineering, Hiroshima University *Corresponding author, e-mail: Abstract This study reports on the effect of using interactive learning environment system by embedding problem-posing and problem-solving learning pattern as a flow of interaction. This interactive learning environment system is attempted as a solution to help understand and learn basic programming in Vocational High Schools. The effects that will be known are student learning outcomes and tracking of question-level patterns. The research method used was a quasiexperimental design with a nonequivalent control group design, involving 36 vocational high school students who were divided into an experimental group (N=18) and a control group (N=18). For data analysis, the technique of independent sample t-test and paired sample t-test was used. The results showed that student learning outcomes on each test there were significant differences after using interactive learning environment system and there was a good improvement in the experimental group compared to the control group. A total of 20 questions are provided for each test with a different pattern. Analysis of the level pattern of questions is done by distinguishing between the database answer key system and student answers. The tracking results showed that on the 1st test the level of accuracy occurred in 12 questions with the easy category and for the 2nd test the accuracy level occurred in 14 questions with the easy category. Keywords: Basic Programming Learning, Interactive Learning Environment System, Problem-Posing, ProblemSolving, Question Level Patterns INTRODUCTION One of the productive subjects that must be studied in Vocational High Schools throughout Indonesia as a basic skill is Basic Programming. The learning process is carried out in semesters one and two for grade ten, with a standard time allocation of one meeting, namely three hours of lessons [1]. According to [2, 3] Basic Programming is a subject that has a function as an initial foundation for students to practice thinking (logic), hone creativity, and understand programming languages as well as a basis for other related lessons. According to [4] Basic Programming learning aims to build a basic understanding for students and as an initial introduction to understanding programming languages. The Basic Programming learning process still has many obstacles and problems faced by the school. One of them is that students tend to still find it difficult to understand the subject, the implementation of the practicum is not optimal, and the class feels boring. This is caused by teachers who tend to still apply monotonous/conventional methods and maximize the available learning media. To prove this, the researcher has conducted interviews and direct observations to several vocational high schools in Indonesia, the findings are very much in line with the facts that have been presented previously. Observations were carried out by distributing questionnaires to students who had studied and those who were still learning Basic Programming subjects. The results show that they tend to dislike Basic Programming subjects, the learning process tends to be boring, and they tend to have difficulty in learning Branching Control Structures as the most difficult subject for students compared to other subjects. Several Basic Programming teachers were also interviewed, they said that when applying Basic Programming learning they were still done conventionally and the practice also tended to be less than optimal and rarely done. This makes it difficult for students to be able to continue to the next subject, DOI :https://doi.org/10.24036/jtev.v8i1.113579 1 Aulia Akhrian Syahidi, Ahmad Afif Supianto, Herman Tolle, Tsukasa Hirashima JTEV (Jurnal Teknik Elektro dan Vokasional) Vol 8 No 1 (2022) repetition of the subject continues to provide understanding to students. Furthermore, other assistive media tend to be rarely even used in Basic Programming learning, do not apply learning models that have potential so that learning is not monotonous and looks more active and enthusiastic. As a result, learning motivation is low and the end effect is low student learning outcomes with a large number of students doing remedial. Obstacles and other problems still tend to exist in the Basic Programming learning process caused by many factors. Furthermore, researchers have equated perceptions and agreed that learning Basic Programming tends to have obstacles and problems faced. Especially the most vital problem is the difficulty of students understanding Basic Programming subjects, even though these programming skills are needed by the industrial market, companies, and even government departments. According to [5] to become an expert and reliable programmer, for at least ten years you must focus on learning, understanding, and practicing programming. This means that to support programming skills and understand the subject in programming tends not to be easy. In line with the current research findings, several previous studies, namely from [6] stated that students are very difficult to learn computer programming, even though computer programming is a very important field of knowledge in computer science with a constantly changing curriculum. Then [7] found the fact that mastering the concepts and skills of computer programming is a big challenge for both teachers and students. Learning to program, especially in the object-oriented paradigm, is a difficult job for many students, especially for beginners who are just learning programming [8]. Furthermore, research conducted by [9] shows that Basic Programming subjects are very difficult for students to understand, so it is necessary to develop media in the form of educational games and other media technologies. Then research by [10] ActionScript programming is most likely difficult to learn for beginners who do not have a programming background. Last from [11] programming skills are indispensable to meet the performance of learners for future careers. However, the obstacle faced in recent years is to introduce programming concepts in the right way, which is a challenge in the world of vocational and engineering education, including in higher education. From the obstacles and (...truncated)