Pub Date : 2023-12-02DOI: 10.20961/ijie.v7i2.80108
Tasya Chandra, Deli Deli
A new generation of pupils has grown up with a strong familiarity with technology in the context of Industry 4.0. This technological revolution has made learning a foreign language more critical. However, learning a foreign language can only be accessible with that crucial component- motivation. The purpose of this study was to find out how students' motivation to learn Mandarin was affected by gamification. A gamification application was designed with the Game Development Document (GDD) as a foundational guide, utilizing the Mechanics, Dynamics, and Aesthetics (MDA) architecture. Two schools participated in the experimental research project, with 56 and 58 students divided into control and experimental groups. A questionnaire gathered data, and SPSS was used to compute Cronbach's Alpha. The results showed that gamification increased students' enthusiasm to study Mandarin well. When employing gamification as a teaching strategy, students with different levels of Mandarin proficiency saw varied results. Therefore, gamification can tailor Mandarin language instruction to each student's needs and skill level.
{"title":"Education Gamification and Student Motivation: A Case Study of Chinese Language Education","authors":"Tasya Chandra, Deli Deli","doi":"10.20961/ijie.v7i2.80108","DOIUrl":"https://doi.org/10.20961/ijie.v7i2.80108","url":null,"abstract":"A new generation of pupils has grown up with a strong familiarity with technology in the context of Industry 4.0. This technological revolution has made learning a foreign language more critical. However, learning a foreign language can only be accessible with that crucial component- motivation. The purpose of this study was to find out how students' motivation to learn Mandarin was affected by gamification. A gamification application was designed with the Game Development Document (GDD) as a foundational guide, utilizing the Mechanics, Dynamics, and Aesthetics (MDA) architecture. Two schools participated in the experimental research project, with 56 and 58 students divided into control and experimental groups. A questionnaire gathered data, and SPSS was used to compute Cronbach's Alpha. The results showed that gamification increased students' enthusiasm to study Mandarin well. When employing gamification as a teaching strategy, students with different levels of Mandarin proficiency saw varied results. Therefore, gamification can tailor Mandarin language instruction to each student's needs and skill level.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"36 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138606770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.20961/ijie.v7i2.74232
A. Tella
Collaboration in the Nigerian context has focused majorly on traditional collaboration and not even among postgraduate (PG) students. Advancement in technology has ushered many changes, particularly the introduction of numerous e-tools for collaboration. It is based on this that the study examined the perception and use of e-collaboration by postgraduate students in Nigeria Universities. The study adopted a survey design using a questionnaire to collect data from 631 postgraduate students selected across ten universities in South-West Nigeria. Six objectives were developed to guide the study. The results revealed that e-collaboration is perceived by postgraduate students as a collaboration among individuals engaged in a common task using electronic technologies. E-collaboration is used mostly for projects and research and it is impactful in providing opportunities to interact better than face- to-face collaborative activities. The study revealed electronic mail, social media including (Facebook, Twitter, and WhatsApp), discussion forums and Google documents as the tools most significantly used for e-collaboration. The reasons why respondents use e-collaboration include flexibility, availability, and compatibility with cell phones. The level of awareness about the ethics of e- collaboration is reported to be too low. However, a small percentage were aware that participation in decision-making and the sharing of blame and credit for outcomes is the responsibility of all members. Challenges faced by PG students in their e- collaboration efforts are power failure, lack of trust, and poor internet connection and speed. It is recommended that more awareness of e-collaboration should be promoted and coupled with improved internet connectivity.
{"title":"Perception and Use of E-Collaboration by Postgraduate Students in Nigeria Universities","authors":"A. Tella","doi":"10.20961/ijie.v7i2.74232","DOIUrl":"https://doi.org/10.20961/ijie.v7i2.74232","url":null,"abstract":"Collaboration in the Nigerian context has focused majorly on traditional collaboration and not even among postgraduate (PG) students. Advancement in technology has ushered many changes, particularly the introduction of numerous e-tools for collaboration. It is based on this that the study examined the perception and use of e-collaboration by postgraduate students in Nigeria Universities. The study adopted a survey design using a questionnaire to collect data from 631 postgraduate students selected across ten universities in South-West Nigeria. Six objectives were developed to guide the study. The results revealed that e-collaboration is perceived by postgraduate students as a collaboration among individuals engaged in a common task using electronic technologies. E-collaboration is used mostly for projects and research and it is impactful in providing opportunities to interact better than face- to-face collaborative activities. The study revealed electronic mail, social media including (Facebook, Twitter, and WhatsApp), discussion forums and Google documents as the tools most significantly used for e-collaboration. The reasons why respondents use e-collaboration include flexibility, availability, and compatibility with cell phones. The level of awareness about the ethics of e- collaboration is reported to be too low. However, a small percentage were aware that participation in decision-making and the sharing of blame and credit for outcomes is the responsibility of all members. Challenges faced by PG students in their e- collaboration efforts are power failure, lack of trust, and poor internet connection and speed. It is recommended that more awareness of e-collaboration should be promoted and coupled with improved internet connectivity.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139351334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.20961/ijie.v7i2.76474
Robbych Dewanti Wulan Mei, D. Kuswandi, Henry Praherdhiono
Elementary School students are Alpha generation children who understand technology. With today's increasingly rapid technological developments, concept maps can be used to support learning with computer technology by utilizing the CSCL model so that students can interact and collaborate anytime and anywhere online. For this reason, interactive multimedia development was carried out with CSCL learning strategies assisted by Concept Map for concept understanding of elementary school students. This development research aims to produce interactive multimedia to improve the understanding of grade 5 elementary school students in aspects of knowledge, skills, and attitudes. We use the Lee & Owens model to test the product's feasibility. In addition, to determine the improvement in learning outcomes of grade 5 elementary school students, an N-Gain Score normality test and a hypothesis test were carried out using paired sample t-test on pretest and post-test value data. The developed product is interactive multimedia with CSCL learning strategies assisted by Concept Map, and it is equipped with content in the form of reading materials, learning videos, and evaluation tests. The results of interactive multimedia validation produce excellent criteria based on material aspects, learning media aspects, and learning design. The response of grade 5 elementary school students received excellent criteria for the feasibility of multimedia learning as a learning medium. Based on the results of statistical tests, it was concluded that there was an increase in learning outcomes after using interactive multimedia with CSCL learning strategies assisted by Concept Map.
小学生是了解技术的阿尔法一代。在科技发展日新月异的今天，概念图可以利用计算机技术支持学习，利用 CSCL 模式，让学生可以随时随地在网上进行互动和协作。为此，我们利用概念图辅助的 CSCL 学习策略进行了交互式多媒体开发，以促进小学生对概念的理解。这项开发研究旨在制作交互式多媒体，以提高五年级小学生在知识、技能和态度方面的理解能力。我们使用 Lee & Owens 模型来检验产品的可行性。此外，为了确定五年级小学生学习成果的改善情况，我们对前测和后测值数据进行了 N-Gain 分数正态性检验和配对样本 t 检验，并进行了假设检验。开发的产品是以概念图为辅助的 CSCL 学习策略的交互式多媒体，并配备了阅读材料、学习视频和评价测试等内容。交互式多媒体的验证结果在材料方面、学习媒体方面和学习设计方面都达到了优秀标准。五年级小学生对多媒体学习作为一种学习媒介的可行性的回答获得了优秀标准。根据统计测试的结果，得出的结论是，在概念图的辅助下，使用交互式多媒体和 CSCL 学习策略后，学习效果有所提高。
{"title":"Interactive Multimedia Development with CSCL Learning Strategy Assisted by Concept Map for Concept Understanding of Elementary School Students","authors":"Robbych Dewanti Wulan Mei, D. Kuswandi, Henry Praherdhiono","doi":"10.20961/ijie.v7i2.76474","DOIUrl":"https://doi.org/10.20961/ijie.v7i2.76474","url":null,"abstract":"Elementary School students are Alpha generation children who understand technology. With today's increasingly rapid technological developments, concept maps can be used to support learning with computer technology by utilizing the CSCL model so that students can interact and collaborate anytime and anywhere online. For this reason, interactive multimedia development was carried out with CSCL learning strategies assisted by Concept Map for concept understanding of elementary school students. This development research aims to produce interactive multimedia to improve the understanding of grade 5 elementary school students in aspects of knowledge, skills, and attitudes. We use the Lee & Owens model to test the product's feasibility. In addition, to determine the improvement in learning outcomes of grade 5 elementary school students, an N-Gain Score normality test and a hypothesis test were carried out using paired sample t-test on pretest and post-test value data. The developed product is interactive multimedia with CSCL learning strategies assisted by Concept Map, and it is equipped with content in the form of reading materials, learning videos, and evaluation tests. The results of interactive multimedia validation produce excellent criteria based on material aspects, learning media aspects, and learning design. The response of grade 5 elementary school students received excellent criteria for the feasibility of multimedia learning as a learning medium. Based on the results of statistical tests, it was concluded that there was an increase in learning outcomes after using interactive multimedia with CSCL learning strategies assisted by Concept Map.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139351344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.20961/ijie.v7i1.74229
A. M. Adegbore, A. Tella, Ayoola Jide
The use of learning management systems (LMS) was observed to be weak among students in Nigeria. Therefore, digital literacy skills and system quality were used as predictors to predict LMS use among postgraduate students in universities in Ibadan, Nigeria. A survey design of the correlational type was adopted. At the same time, the population of the study comprised all the 4,750 postgraduate students of two universities in Ibadan, Nigeria, and 328 postgraduate students were drawn using a multi-stage sampling technique. The instrument adopted for data collection was a questionnaire which had three sections. The questionnaire return rate was 316 copies, representing a 96.3% retrieval rate. Pearson’s Product Moment Correlation Coefficient and multiple regression analysis were conducted to test the null hypotheses at a 0.05 significance level. A significant relationship between digital literacy skills and the use of learning management (r =.319; p < 0.05) was found, while a significant relationship between system quality and the use of learning management systems (r =.501; p < 0.05) was equally established. There is a significant relationship between digital literacy skills and LMS system quality (r =.529; p < 0.05). Furthermore, a joint influence of digital literacy skills and system quality on the use of learning management systems of postgraduate students in universities in Ibadan, Nigeria (F =53.594; R=0.505; p < 0.05) was established. It was recommended that university management and lecturers should ensure the system quality of the LMS type to be adopted must support the convenience of use and have fewer technicalities in its use.
{"title":"Digital Literacy Skills and System Quality as Predictors of Learning Management Systems Use of Postgraduate Students in Ibadan Nigeria","authors":"A. M. Adegbore, A. Tella, Ayoola Jide","doi":"10.20961/ijie.v7i1.74229","DOIUrl":"https://doi.org/10.20961/ijie.v7i1.74229","url":null,"abstract":"The use of learning management systems (LMS) was observed to be weak among students in Nigeria. Therefore, digital literacy skills and system quality were used as predictors to predict LMS use among postgraduate students in universities in Ibadan, Nigeria. A survey design of the correlational type was adopted. At the same time, the population of the study comprised all the 4,750 postgraduate students of two universities in Ibadan, Nigeria, and 328 postgraduate students were drawn using a multi-stage sampling technique. The instrument adopted for data collection was a questionnaire which had three sections. The questionnaire return rate was 316 copies, representing a 96.3% retrieval rate. Pearson’s Product Moment Correlation Coefficient and multiple regression analysis were conducted to test the null hypotheses at a 0.05 significance level. A significant relationship between digital literacy skills and the use of learning management (r =.319; p < 0.05) was found, while a significant relationship between system quality and the use of learning management systems (r =.501; p < 0.05) was equally established. There is a significant relationship between digital literacy skills and LMS system quality (r =.529; p < 0.05). Furthermore, a joint influence of digital literacy skills and system quality on the use of learning management systems of postgraduate students in universities in Ibadan, Nigeria (F =53.594; R=0.505; p < 0.05) was established. It was recommended that university management and lecturers should ensure the system quality of the LMS type to be adopted must support the convenience of use and have fewer technicalities in its use.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128600698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.20961/ijie.v7i1.60356
Sulis Setiyawati, B. Basori, A. Efendi
The use of technology in learning creates the need for applications and learning media that can improve students' critical thinking skills. The SAMR model (Substitution, Augmentation, Modification, and Redefinition), which offers teaching methods by integrating technology, can affect the learning process by improving students' critical thinking skills. This quantitative study used an experimental approach with a Posttest Only Control Design by dividing the sample into two groups (control and experimental classes) with cluster random sampling technique sampling on 54 students. The results of the post-test cognitive ability of the control class obtained an average value of 16.52, and in the experimental class, 19.63. Furthermore, the results of the post-test effective ability of the control class obtained an average value of 74.76 and in the experimental class of 84.07. This shows differences in students' critical thinking skills between students who use the SAMR model and those who do not use the SAMR model. In the results of the N-Gain analysis that has been carried out on the posttest value of the cognitive ability of the control class and the experimental class, the gain value of 0.33 is included in the medium criteria. While the N-Gain on the posttest value of the cognitive ability of the control class and the experimental class obtained a gain value of 0.19 which is included in the Low criteria. This study proves that the use of the SAMR model influences students' critical thinking skills, and the SAMR model has proven effective in improving students' critical thinking skills.
在学习中使用技术创造了对应用程序和学习媒体的需求，这些应用程序和学习媒体可以提高学生的批判性思维技能。SAMR模型(Substitution, Augmentation, Modification, and Redefinition)提供了整合技术的教学方法，可以通过提高学生的批判性思维能力来影响学习过程。本定量研究采用后测纯对照设计的实验方法，将样本分为两组(控制班和实验班)，采用整群随机抽样技术对54名学生进行抽样。控制班学生的认知能力测试后平均得分为16.52，实验班学生的认知能力测试后平均得分为19.63。控制班的后验有效能力平均为74.76分，实验班的后验有效能力平均为84.07分。这显示了使用SAMR模型的学生和不使用SAMR模型的学生在批判性思维技能上的差异。在对控制班和实验班认知能力后测值进行的N-Gain分析结果中，将0.33的增益值纳入中等标准。而控制班和实验班的认知能力后测值N-Gain的增益值为0.19，属于Low标准。本研究证明SAMR模型的使用会影响学生的批判性思维能力，并且SAMR模型在提高学生的批判性思维能力方面被证明是有效的。
{"title":"Substitution, Augmentation, Modification and Redefinition (SAMR) Model to Improve Student's Critical Thinking Ability","authors":"Sulis Setiyawati, B. Basori, A. Efendi","doi":"10.20961/ijie.v7i1.60356","DOIUrl":"https://doi.org/10.20961/ijie.v7i1.60356","url":null,"abstract":"The use of technology in learning creates the need for applications and learning media that can improve students' critical thinking skills. The SAMR model (Substitution, Augmentation, Modification, and Redefinition), which offers teaching methods by integrating technology, can affect the learning process by improving students' critical thinking skills. This quantitative study used an experimental approach with a Posttest Only Control Design by dividing the sample into two groups (control and experimental classes) with cluster random sampling technique sampling on 54 students. The results of the post-test cognitive ability of the control class obtained an average value of 16.52, and in the experimental class, 19.63. Furthermore, the results of the post-test effective ability of the control class obtained an average value of 74.76 and in the experimental class of 84.07. This shows differences in students' critical thinking skills between students who use the SAMR model and those who do not use the SAMR model. In the results of the N-Gain analysis that has been carried out on the posttest value of the cognitive ability of the control class and the experimental class, the gain value of 0.33 is included in the medium criteria. While the N-Gain on the posttest value of the cognitive ability of the control class and the experimental class obtained a gain value of 0.19 which is included in the Low criteria. This study proves that the use of the SAMR model influences students' critical thinking skills, and the SAMR model has proven effective in improving students' critical thinking skills.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116922311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.20961/ijie.v7i1.68000
Dhaniaffa Adhimastama Mahadika, Yusfia Hafid Aristyagama, C. Budiyanto
This study aims to evaluate website based information systems that have been developed previously using ISO/IEC 9126 Standards and GTMetrix. Testing of website based information systems using ISO/IEC 9126 is carried out by information system expert, users, and testing using GTMetrix, the user referred to in the test these are administrators, teachers, and student parents. Testing of information system experts takes four measures of quality including functionality, reliability, usability, and portability, while testing on users takes three measures including functionality, usability, and portability, and testing using GTMetrix takes a measure of quality efficiency and serves to assess the performance of the website-based information system developed. The results obtained from the evaluation were testing of information system expert getting a score of 91.17%, administrator user getting a score of 95.11%, teacher user getting a score of 91.35%, student parents getting a score of 83.4%, and testing using GTMetrix getting a score of 86.13% or Grade B. Based on the results of the evaluation using ISO/IEC 9126, it was found that the testing using ISO/IEC 9126 for the tested website-based information system has been meet the expectations of users, especially parents and the school.
{"title":"Evaluation of Website Based Information System To Monitor Student Learning Progress In Schools Using ISO/IEC 9126 Standards And GTMetrix","authors":"Dhaniaffa Adhimastama Mahadika, Yusfia Hafid Aristyagama, C. Budiyanto","doi":"10.20961/ijie.v7i1.68000","DOIUrl":"https://doi.org/10.20961/ijie.v7i1.68000","url":null,"abstract":"This study aims to evaluate website based information systems that have been developed previously using ISO/IEC 9126 Standards and GTMetrix. Testing of website based information systems using ISO/IEC 9126 is carried out by information system expert, users, and testing using GTMetrix, the user referred to in the test these are administrators, teachers, and student parents. Testing of information system experts takes four measures of quality including functionality, reliability, usability, and portability, while testing on users takes three measures including functionality, usability, and portability, and testing using GTMetrix takes a measure of quality efficiency and serves to assess the performance of the website-based information system developed. The results obtained from the evaluation were testing of information system expert getting a score of 91.17%, administrator user getting a score of 95.11%, teacher user getting a score of 91.35%, student parents getting a score of 83.4%, and testing using GTMetrix getting a score of 86.13% or Grade B. Based on the results of the evaluation using ISO/IEC 9126, it was found that the testing using ISO/IEC 9126 for the tested website-based information system has been meet the expectations of users, especially parents and the school.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127509025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the design of learning in a virtual laboratory through collaborative inquiry and its effect on student knowledge. Learning design produces learning models that are measured based on validity, practicality, and effectiveness. The research method uses research and development that produces products and product effectiveness. The trial results were conducted on a small scale on eight students to measure the quality of student learning. To test the validity of the product through expert assistance, all the answers of the validator were calculated using Aiken's V validity coefficient. Further findings implied that students have begun to accept technology as a learning tool and provided opportunities for universities in learning development.
{"title":"The Inquiry Collaborative Learning Design Virtual Laboratory Based And Remote Virtual","authors":"Wilda Susanti, Gusrio Tendra, Rangga Rahmadian Yuliendi, Arden Simeru, Johan Johan, Rudi Mulya","doi":"10.20961/ijie.v7i1.77292","DOIUrl":"https://doi.org/10.20961/ijie.v7i1.77292","url":null,"abstract":"This study investigated the design of learning in a virtual laboratory through collaborative inquiry and its effect on student knowledge. Learning design produces learning models that are measured based on validity, practicality, and effectiveness. The research method uses research and development that produces products and product effectiveness. The trial results were conducted on a small scale on eight students to measure the quality of student learning. To test the validity of the product through expert assistance, all the answers of the validator were calculated using Aiken's V validity coefficient. Further findings implied that students have begun to accept technology as a learning tool and provided opportunities for universities in learning development.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127779293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.20961/ijie.v7i1.74983
Clement Amone Keyamo, P. Ejeh, Daniel Osamwonyi Iyoha
Teaching and learning can be effective and enjoyable if the course is well-packaged and presented. This was the experience of students and teachers participating in our hands-on Cyber Security course. Effective teaching of Cyber Security requires practical demonstration of attack patterns and their related countermeasures. This implies that outstanding and modern laboratories must be in place to teach and learn the necessary principles and practices effectively. Unfortunately, newly established universities in Sub-Saharan Africa need more funds for establishing and maintaining such laboratories. However, several researchers have shown that virtualization technology (VT) can enhance available but limited physical computing laboratories as an alternative to complex physical laboratories with huge procurement costs. This paper proposes an ad hoc and mobile laboratory for teaching practical principles in Cyber Security. The report aims to demonstrate the effectiveness of virtualization technology in teaching Cyber Security in newly established universities in Sub-Saharan Africa with zero to minimal computer laboratory infrastructure.
{"title":"Leveraging Virtualization Technology in Teaching Cyber Security Courses in Sub-Saharan Africa","authors":"Clement Amone Keyamo, P. Ejeh, Daniel Osamwonyi Iyoha","doi":"10.20961/ijie.v7i1.74983","DOIUrl":"https://doi.org/10.20961/ijie.v7i1.74983","url":null,"abstract":"Teaching and learning can be effective and enjoyable if the course is well-packaged and presented. This was the experience of students and teachers participating in our hands-on Cyber Security course. Effective teaching of Cyber Security requires practical demonstration of attack patterns and their related countermeasures. This implies that outstanding and modern laboratories must be in place to teach and learn the necessary principles and practices effectively. Unfortunately, newly established universities in Sub-Saharan Africa need more funds for establishing and maintaining such laboratories. However, several researchers have shown that virtualization technology (VT) can enhance available but limited physical computing laboratories as an alternative to complex physical laboratories with huge procurement costs. This paper proposes an ad hoc and mobile laboratory for teaching practical principles in Cyber Security. The report aims to demonstrate the effectiveness of virtualization technology in teaching Cyber Security in newly established universities in Sub-Saharan Africa with zero to minimal computer laboratory infrastructure.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122279588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.20961/ijie.v7i1.63440
Erica Devi Ayuningrum, E. Wihidayat, F. Liantoni
The Covid-19 pandemic has resulted in social restrictions being implemented in all sectors of life, including the scope of education. The closure of schools, higher education, and other educational institutions resulted in face-to-face learning needing to be carried out as usual. Therefore, online learning is a learning strategy that can be applied in times of crisis like this. Application of online learning, which is carried out without planning and suddenly makes several obstacles arise when this learning is carried out. The purpose of this study is to find out what problems arise when implementing online learning in engineering universities during a pandemic and what solutions can be applied to overcome them. This research is a systematic literature review research with keywords used, namely "online learning" or "online course" and "covid-19" or "pandemic" or "Covid 19". In searching articles, articles that are indexed in the Scopus database are used and are limited to publication years, namely from 2019-2022 (during the COVID-19 pandemic). This study used descriptive analysis with secondary data sources. From the results of this study, the application of online learning, for now, is considered the best solution so that learning can still be carried out. But besides that, there are still many obstacles found in its application due to the need for careful planning and preparation for its implementation. Other obstacles are both technically, facilities, and infrastructure, as well as from the human resources themselves. It is hoped that in the future, the solutions found can add insight and be used as a reference in the application of online learning to be effective and better.
{"title":"Pandemic and Online Learning at Engineering Colleges","authors":"Erica Devi Ayuningrum, E. Wihidayat, F. Liantoni","doi":"10.20961/ijie.v7i1.63440","DOIUrl":"https://doi.org/10.20961/ijie.v7i1.63440","url":null,"abstract":"The Covid-19 pandemic has resulted in social restrictions being implemented in all sectors of life, including the scope of education. The closure of schools, higher education, and other educational institutions resulted in face-to-face learning needing to be carried out as usual. Therefore, online learning is a learning strategy that can be applied in times of crisis like this. Application of online learning, which is carried out without planning and suddenly makes several obstacles arise when this learning is carried out. The purpose of this study is to find out what problems arise when implementing online learning in engineering universities during a pandemic and what solutions can be applied to overcome them. This research is a systematic literature review research with keywords used, namely \"online learning\" or \"online course\" and \"covid-19\" or \"pandemic\" or \"Covid 19\". In searching articles, articles that are indexed in the Scopus database are used and are limited to publication years, namely from 2019-2022 (during the COVID-19 pandemic). This study used descriptive analysis with secondary data sources. From the results of this study, the application of online learning, for now, is considered the best solution so that learning can still be carried out. But besides that, there are still many obstacles found in its application due to the need for careful planning and preparation for its implementation. Other obstacles are both technically, facilities, and infrastructure, as well as from the human resources themselves. It is hoped that in the future, the solutions found can add insight and be used as a reference in the application of online learning to be effective and better.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116655919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-25DOI: 10.20961/ijie.v6i2.65742
Ismoyo Putro, Puspanda Hatta, A. Efendi
Computer network learning is learning that prioritizes practice compared to theory to be able to understand the material more clearly. Therefore, computer network learning requires real learning media to support learning effectiveness. However, because the cost of procuring computer network learning media is quite large, it is one of the main obstacles. By using a computer network simulator application is one way to overcome these obstacles. At this time there are several computer network simulator applications that can be used to support computer network learning activities to run efficiently. In this study, researchers evaluate and analyze several network simulation applications, to find out which applications are more efficient to use in learning computer networks, seen from the application capabilities in IP Address configuration, Subnetting, Routing. This study uses the observation method of computer network simulator applications that have been determined, namely the application of (1) Cisco Packet Tracer, (2) GNS3, (3) EVE-NG, (4) Boson Netsim, using the LORI research instrument version 1.5. This research has several stages, namely data collection, data reduction, scoring, data presentation, drawing conclusions and measured using a Likert scale. The results of this study indicate that the application (1) Cisco Packet Tracer ranks first with a value of 89.1%, (2) Boson Netsim is in second place with a score of 86.6%, (3) GNS3 ranks third with a value of 85.4%, (4) EVE-NG ranks fourth or lowest with a score of 83.3%.
{"title":"Evaluation of Computer Network Simulation Applications to Support Online Learning","authors":"Ismoyo Putro, Puspanda Hatta, A. Efendi","doi":"10.20961/ijie.v6i2.65742","DOIUrl":"https://doi.org/10.20961/ijie.v6i2.65742","url":null,"abstract":"Computer network learning is learning that prioritizes practice compared to theory to be able to understand the material more clearly. Therefore, computer network learning requires real learning media to support learning effectiveness. However, because the cost of procuring computer network learning media is quite large, it is one of the main obstacles. By using a computer network simulator application is one way to overcome these obstacles. At this time there are several computer network simulator applications that can be used to support computer network learning activities to run efficiently. In this study, researchers evaluate and analyze several network simulation applications, to find out which applications are more efficient to use in learning computer networks, seen from the application capabilities in IP Address configuration, Subnetting, Routing. This study uses the observation method of computer network simulator applications that have been determined, namely the application of (1) Cisco Packet Tracer, (2) GNS3, (3) EVE-NG, (4) Boson Netsim, using the LORI research instrument version 1.5. This research has several stages, namely data collection, data reduction, scoring, data presentation, drawing conclusions and measured using a Likert scale. The results of this study indicate that the application (1) Cisco Packet Tracer ranks first with a value of 89.1%, (2) Boson Netsim is in second place with a score of 86.6%, (3) GNS3 ranks third with a value of 85.4%, (4) EVE-NG ranks fourth or lowest with a score of 83.3%.","PeriodicalId":273558,"journal":{"name":"IJIE (Indonesian Journal of Informatics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114590939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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