修士論文

Implementation and Evaluation of e-Learning Safety Course
at Industrial Vocational Training Centerin Indonesia

インドネシアの職業訓練センターにおける安全コースのe ラーニングの実施と評価

社会文化科学研究科博士前期課程教授システム学専攻

０９１g８８０４

ﾌｧﾆﾅ

ﾇｰﾙ

ｳｨﾃﾞｨｱﾝﾄ

Fanina Nur Widianto

指導：喜多

敏博

２０１０年１月

教授

Master’s Thesis

Implementation and Evaluation of
e-Learning Safety Course
at Industrial Vocational Training Center in Indonesia

Master’s Program
Graduate School of Instructional Systems
Kumamoto University
091-G8804
Fanina Nur WidiantoSupervisor: Toshihiro Kita, Professor
February, 2010

Acknowledgment

I would like to thank these following exceptional individuals who are involved directly or
indirectly in the effort of finishing my master thesis as one of the requirements of the master degree
program of Graduate School of Instructional Systems, Kumamoto University.
Prof. Katsuaki Suzuki as the chairman of the Graduate School of Instructional Systems,
Kumamoto University. He is one of the leading figures in the instructional design field who taught me
about instructional design principles.
Prof. Toshihiro Kita as my main supervisor of the thesis for the guidance in the thesis
formation and information communication technology (ICT) support for my thesis and coursework.
Prof. Watanabe, Prof. Nakano, Prof. Ohmori, Prof. Iriguchi, Dr. Nemoto, and other lecturers
in Graduate School of Instructional Systems, Kumamoto University for valuable knowledge and skillsin the course works.
Takayoshi Maki as my teaching assistant, Keiko Unaka, Tomomi Nagata, and other Graduate
School of Instructional Systems staff that have been very helpful on the courses.
Dr. Tomoaki Tokumura as the JICE instructor for the master degree program for many
valuable inputs and assistances during the time I lived and learnt in Japan.
Yoko Iha as the coordinator for the long term participants in Okinawa International Center,
MTEC Instructors and JICA / JICE staff for all the help during my stay in Okinawa.
JICA as the institution that support my scholarship to pursue the master degree program inJapan as form of bilateral cooperation between Japan and Indonesia, in particular Department of
Manpower and Transmigration, Republic of Indonesia.
Mr. Sukaryono as the head of Samarinda Industrial Vocational Training Center (BLKI
Samarinda) that showed me the opportunity for JICA scholarship and his permission to conduct
research in Samarinda training center, Mr. Edi Dawud as the head of Institution for Manpower
Training and Development of Overseas Employment Bekasi (B2PLKLN Bekasi) for his permission to
conduct the research in B2PLKLN Bekasi, and all the staff and instructors in both training centers andin the Department of Manpower and Transmigration, Republic of Indonesia.
Last but not least, my family in Indonesia: my mother, brother and sisters, Ibu Menik Sutarni,
Arry Santosa, Tuti Hadiyanti, Roriana Hanani, and my lovely Ika Nur Rakhmah. Thank you for all
your support and patience.

別記様式 3-1
熊本大学大学院社会文化科学研究科博士前期課程教授システム学専攻

学生番号 091g8804

氏名(Fanina Nur Widianto)

修士論文（又は特定課題研究）要旨

題

（日本語）

目

インドネシアの職業訓練センターにおける安全コースの e ラーニングの実施と評価
要

旨

途上国として、インドネシアでは職能別訓練方式を採用し、有能な労働力となる人材の資質向上に努めてきた。しかし、この方式の実施においては依然、教室で行われる教師中心の授業という従来の方法が採られている。本研究では、特にインドネシア産業職業訓練センターにおける職能別 e ラーニングの実
施とともに、いかにすれば e ラーニングが訓練プロセスを学習者中心システムに向上させることができるかについての評価に努めた。対象は e ラーニング方式訓練に参加した 2 クラス（32 名の訓練生）、訓
練教材はインストラクショナル・システム・デザインに基づく e ラーニング教材「安全性コース」であった。事後テストの結果、参加者全員がこの e ラーニングコースを平均得点率 87.62～93.12%（合格基
準は 80%）でパスした。訓練生たちの全体的な感想もアンケートにより得られ、e ラーニングシステム
に対し肯定的な態度が示された。結論として、e ラーニングはインドネシア産業職業訓練センターにおいて実施されるべき効果的な方法であると考えられる。

別記様式 3-2
熊本大学大学院社会文化科学研究科博士前期課程教授システム学専攻
学生番号 091g8804

氏名(Fanina Nur Widianto)

修士論文（又は特定課題研究）要旨

題

（英語）

目

Implementation and Evaluation of e-Learning Safety Course at Industrial Vocational Training Centerin Indonesia
要旨Indonesia as a developing country has been trying to adopt the Competency-Based
Training method to improve the quality of human resource as competitive work labor.
However, the implementation of this method is still using the old traditional way ofclassroom teaching which is teacher centered training. This research tried to
implement e-learning in the competency-based training especially in Industrial
Vocational Training Centre in Indonesia and to evaluate on how e-learning can
improve the training process to a learner centered system. The subject was 2 classes(32 trainees) which attended e-learning methods of training. The material of the
training was Safety Course which was presented as e-learning material based on
instructional system design. The post test result showed that all the participants
passed e-learning course with average score 87.62% and 93.12% (passing grade is 80%).
The general impression of the trainees was also obtained by questionnaire and showed
a positive attitude toward e-learning system. It can be concluded that e-learning is aneffective method to be implemented in the Industrial Vocational Training Center inIndonesia.

Table of Contents

Abstract…………………………………………………………………………………………..iii
Chapter 1. Background of Research………………………………………………………………1
1.1 Training in Indonesia………………………………………………………………………....1
1.2 Industrial Vocational Training Center in Indonesia…………………………………………..2
1.3 Competency Based Training in Indonesia……………………………………………………5
1.4 Problems in Current Training Method………………………………………………………10
Chapter 2. Theory and Literature Review………………………………………………………..13
2.1 Instructional Design…………………………………………………………………………. 13
2.2 Motivation……………………………………………………………………………………16
2.3 Evaluation…………………………………………………………………………………….18
2.4 e-Learning and Self Learning………………………………………………………………...22
Chapter 3. Implementation of e-Learning………………………………………………………..28
3.1 e-Learning System……………………………………………………………………………28
3.2 Implementation in the Industrial Vocational Training Center in Indonesia………………….35
3.3 Result and Analysis…………………………………………………………………………..41
Chapter 4. Evaluation and Conclusion…………………………………………………………...48
4.1 Problems……………………………………………………………………………………...48
4.2 Solutions and Improvement…………………………………………………………………..52
4.3 Conclusion……………………………………………………………………………………58
4.4 Future Plan for e-Learning…………..………………………………………………..………60
References………………………………………………………………………………………...62
Appendix………………………………………………………………………………………….64

Chapter 1
Background of Research

1.1 Training in Indonesia
Indonesia has different approach on education and training. The government of Indonesia
distinctively differentiates between education and training. Education is referred as formal education(6 years of elementary school, 3 years of junior high school, 3 years of senior high school, andhigher education in universities or colleges) while training is referred to informal training process
without any diploma or degree acquired. Education is the responsibility of Department of National
Education (Departemen Pendidikan Nasional) and training is the responsibility of Department of
Manpower and Transmigration (Departemen Tenaga Kerja dan Transmigrasi). Other differences
between education and training in Indonesia can be seen on table 1.
Table 1. Differences between education and training in Indonesia
Department in Government

Education
Department of National
Education

Training
Department of Manpower andTransmigration

Social status

FormalInformal

The end result

Degree / Diploma

Certification

Length of the programLong term program (years)

Short courses (months or less)EmphasisEmphasize on Knowledge

Emphasize on Skill

Government’s policy

Compulsory (9 years of lower
education)

Optional

The training in Indonesia is under the responsibility of Department of Manpower andTransmigration because its main objective is to provide a skillful manpower for the industry withlimited time. Unlike education sector who maybe take years to produce the result, the training sector
need a relatively quick process to produce the result. That is why training in Indonesia is usually aim
for the non working class who didn’t continue their education. The non working class mostly
consists of high school graduates (junior and senior) who didn’t have any financial support to1

continue to the next level of education. Therefore they choose to work on industrial sector instead.
These graduates however, didn’t have enough skill to work on the industrial sector because theformal education in Indonesia didn’t aim to produce ready-to-work graduates. So the government
decided to overcome this problem of unemployment and at the same time fulfill the demand forskillful manpower by the industrial sector by developing industrial training programs.
As a form of responsibilities of the government and with many aids from foreign countries,
Indonesia builds many Industrial Vocational Training Centers (Balai Latihan Kerja Industri) all overIndonesia. These training centers not only act as the training place for people on that area, but also
have many functions, such as forming plans, program, evaluation and report of the training;developing program, system and method of training as well as training equipments andinfrastructures; conducting competency based training and competency test for the trainees;
providing custom training services for companies; etc (Balai Latihan Kerja Industri Samarinda, n.d.).
In the last few years, government’s industrial vocational training centers are developed to provide 3
in 1 service; not only as a training place, but also as a place for certification centers and employment
centers where the potential workers (especially the trainees) can meet with the future employee in a
one place. For this purpose, the department has designed a website (Kios 3 in 1 Departemen Tenaga
Kerja dan Transmigrasi, n.d.) to accommodate those functions. This website acts as an information
center for the potential trainees to gain information and sign up for training process.

1.2 Industrial Vocational Training Center in Indonesia
Industrial vocational training centre in Indonesia is the training center owned by the
Department of Manpower and Transmigration with the purpose of providing training for Indonesian
people (manpower) with correlation with industrial sector as the main users of the manpower.
Industrial Vocational Training Centers around Indonesia were established approximatelyaround 1980s. Before year 2000, there are more than 100 training centers under the management of
Department of Manpower and Transmigration, but after the regional autonomy on year 2000 only
about 10 training centers are under direct management of Department of Manpower andTransmigration. The rest of the training centers are under the management of regional government2although until present day the Department of Manpower and Transmigration still provides technicalassistance to those training centers.

Two Industrial Vocational Training Centers in Indonesia is being used as the sample of the
training centers managed by the Department of Manpower and Transmigration. Those training
centers are:•

Institution for Manpower Training and Development of Overseas Employment Bekasi, WestJava (near Jakarta, the capital of Indonesia)•

Industrial Vocational Training Center Samarinda, East Kalimantan (on Borneo Island)Institution for Manpower Training and Development of Overseas Employment Bekasi
In 1985 was officially established by Japan Prime Minister Mr. Zenko Suzuki, Indonesian Ministerof Manpower, Mr. Soedomo and Industry Minister, Mr. Hartarto, as a token of friendship between
the Japan Government and Indonesia Government to develop Indonesia Human Resources(instructor training and small enterprise guidance) in the ASEAN region with the name of The
Centre For Vocational and Extension Service Training (CEVEST).
In 1986 the name was The Centre for Instructor Training CEVEST (DIKLATIN-CEVEST)
In 1990 became Instructor Training and Development Institution (BLIP)
In 2001 became the Centre Development Training of Labor Service Industries (P3TKIJ)
In 2002 became the Centre for Manpower Training of Overseas Employment (Puslatker TKLN)In 2006 became the Institution for Manpower Training and Development of Overseas Employment(B2PLKLN)B2PLKLN is obligated to and responsible for enhancing the quality of HRD and encourages othertraining institution to prepare competent and professional manpower so as to be competitive in the
Global Labor Market.
The role of B2PLKLN in the enhancement of human resources quality is aimed at the effort ofsetting up productivity through competency based training and competency test which are oriented
on overseas labor market.

3In enhancing the quality of employment, B2PLKLN always be oriented by efficiencies, effectiveness,
as well as transparencies in accordance with the national policies and strategies.

The organization has always expected close collaboration with industries, training institutions,
government institutions both domestic and overseas ones as well as society.

B2PLKLN’s missions are:•

To improve manpower quality and productivity•

To develop Indonesian human resources, training program, and management•

To conduct training based on competency and competency test•

To enlarge employment network with other training institution and overseas employment
placement institutions

Industrial Vocational Training Center Samarinda
For approximately two decades the Industrial Vocational Training Center Samarinda had undergone
several structural changes of organization as the logical consequence of the development of
manpower in Indonesia.

Industrial Vocational Training Center Samarinda first was named Centre of Industrial Vocational
Training and Forest Management (PLKIMK). Then changed into Industrial Vocational Training
Center (BLKI), then changed into Vocational Training Center (BLK) and now return to Industrial
Vocational Training Center Samarinda (BLKI) Samarinda.

Industrial Vocational Training Center Samarinda is one of the Central Government’s Technical
Operational Unit (UPT) in the field of manpower training on the industrial sector under the
Directorate General of Productivity and Training Development which held responsibility to
Department of Manpower and Transmigration Republic of Indonesia.
Industrial Vocational Training Center Samarinda consists of 59 personnel (for January 1st 2006) who
consist of 1 Head of the Training Centre, 3 Officers, 33 Instructors, and 22 administration staff.

4

The main functions of Industrial Vocational Training Center Samarinda are:
1. Management of planning and program, evaluation and report
2. Conducting intermediate level training of manpower, instructor, and trainers
3. Development of training program, system and method, and training infrastructure
4. Development of productivity program, system and method
5. Conducting trial test for competency standard, competency test, and certification after
accreditation from the proper institution
6. Promotion of programs, facilities, services, products, and training outcomes
7. Provide information services
8. Development and conducting cooperation with other parties (government and private
sectors)
9. Conducting administrative businesses

1.3 Competency Based Training (CBT) in Indonesia
In some countries such as Australia, Philippine, Singapore and Malaysia, the Competency Based
Training (CBT) system has been implemented since 10 - 15 years ago. In Australia, the applicationof the CBT system which is managed by the institutional Anta (Australian National Training
Authority), has given results and positive impacts on the quality of employment and national
economic performance. Similarly, Philippine’s experiences with TESDA (Technical Education and
Skill Development Authority) and with NVTC Malaysia (National Vocational Training Council) has
also proven the benefit from this CBT system. If Indonesia does not immediately change theparadigm of human resource development with the preparation of this CBT system, then theIndonesian workers will be left behind and lose the competition with manpower from other countries,
particularly in Southeast Asia. If this happens, not only Indonesia will lose market share abroad, butalso the market share in the homeland will be seized by foreign workers from other countries.
The idea to develop a CBT system in Indonesia began nationally since the endorsement of a
joint decree (SKB) between the General Chairman of the Indonesian Trade and Industrial Chamber,
Minister of Manpower and Transmigration, Minister of National Education and Minister of Tradeand Industry in April 2000.

5In that decree, said that it is in agreement to develop a training system based on the "demand
driven" principle which is a system of training that is based on the needs of users (industry). A
Working Committee is formed with members of all the relevant elements. During the period 20002002 the working committee makes the concept of the training system. In the process of conception,
the working committee obtains inputs from various numbers of sources such as seminars activities
which include industrial associations and professional associations and some study trip to othercountries, including Australia, the Philippines, Singapore and Malaysia (Abdurrahman, S.F, n.d.).
The concept of the training system developed by the working committee is CBT system. Thenthey convey it into the draft law of manpower. At the beginning of the year 2003 the draft is passed
into Law no. 23 year 2003 on manpower. In the law explicitly stated that the training should becompetency-based, manpower must have a certificate of competence, and competency certification
is being done by the National Board of Professional Certification (Badan Nasional Sertifikasi Profesi,n.d.). The formulation of National Board of Professional Certification then put in the Government
Regulation (Peraturan Pemerintah) no. 23 year 2004 about the National Board of Professional
Certification (BNSP).
So what is CBT anyway? Competency Based Training (CBT) is training that is based on what
people are expected to be able to do in the workplace. It is widely accepted internationally, and is awayofmakingtraining

more

relevant

to

the

world

of

work.

CBT emphasizes what a person can actually do as a result of the training (the output).
This is different to the more traditional approach which emphasizes the amount of training that has
been attended (the input) (Bali Tourism Institute – Sekolah Tinggi Pariwisata Bali, n.d.).
So, the advantages of CBT are:
For Trainees, CBT can:•Allow trainees to study at different rates.

•

Increase the motivation of trainees.

•

Allow trainees to take more responsibility for their own learning.

•

Keep trainees task-oriented and active

6

For Trainers, CBT can:•Match training to required job competencies.

•

Allow open-entry, open-exit and self-paced training programs.

•

Simplify assessment procedures.

For Employers, CBT can:•Certify the competence of an employee.

•

Allow staff to obtain credit for what they already know and can do.

•

Reduce the training time for some employees.

In the CBT system, there is a term called Competency Standard. Competency Standards are
simply worded statements about the performance in the workplace that describe in output terms:
What the employee expected to do; how well the employee is expected to perform; and how to tellwhen the employee's performance is at the expected level. The benefits of Competency Standards
include:At the National Level
•

More cost efficient and relevant vocational education and training.

•

Better skill formation to compare internationally.

•

More consistent assessment.

•

Better linking of training, assessment and certification.

•

Possibility of recognition of prior learning arrangements.

At the Industry and Company Level•

Better identification of skill needs.

•

Better understanding of course outcomes.

•

Less duplication of training efforts.

•

Improved recruitment.

•

More reliable and consistent assessment of training.

7•More accurate identification of workforce competencies.

A Competency Standard Unit covers a key role in the workplace and consists of four components:•

Competency Elements which outline the key activities included in the role.

•

Performance Criteria which detail what people must do to display competence.

•

Range of Variables which describe the contexts and conditions relevant to the unit.

•

Evidence Guide which describes how competence will be recognized.

So this is what a Competency Standard for Industrial Safety (specific for mechanical technology
course) looks like:

UNIT TITLE: Applying safety and work health in the working environment
COMPETENCY ELEMENTS:
1. General Safety

PERFORMANCE CRITERIA
Accident prevention in working environment
Personal discipline of the workers
Lighting in working area or workshop

2. Work Safety Activities

Analysis of the causes of working accidents
Workers’ responsibility towards safety and work health
Understanding safety and work health in fire hazard
Area and type of the operating machinery
Personal safety gears
How to operate the machinery

3. Evaluation in Working Environment

RANGE OF VARIABLES
this unit applies to working environment.

EVIDENCE GUIDEto demonstrate competence, evidence of skills and knowledge in the following areas is required:
Knowledge of safety regulations, procedures, and personal safety gears.
Be able to analyze and determine the probable causes of working accidents and making
evaluation to minimize the risk.
Be able to use personal safety gears and safety equipments in working area correctly.
Be able to operate the machinery safely using the proper working procedures.

8

The evidence guide is connected to other competency unit such as perform lathe machines, drilling,
grinding, etc. So the practical skill cannot be assessed immediately, but will be shown in the later
work of the trainees. The only assessment that can be done is knowledge assessment of the trainees
to see the comprehension of the trainees about work safety.

In Industrial Vocational Training Centers all around Indonesia, the guidelines of conducting
CBT is the same. This is designed in order to produce the same quality standard of the manpower
after using CBT as the learning system.
The learning strategy of CBT is quite different with the traditional class room learning which theteacher (or instructor) teach all the material to the students (trainees). In CBT, the trainees have theirown responsibility to their own study progress, making plan with the instructor, and execute the plan
diligently.
Planning / Preparation steps (Department of Manpower and Transmigration Republic of Indonesia,n.d.):a.

Read the learning material on each learning stage in order to understand the content of
the learning process.

b. Make notes on what that has been read.
c.

Think on how the knowledge that has just been received is connected with the previous
knowledge and experiences that the trainee’s had.

d. Planning practical application of the new knowledge and skill.

The beginning of the learning process:a.

Trying to answer all the questions and do the practical assignments in the learning stage.

b.

Revise and review learning material so the trainees can combine their knowledge altogether.

Observation of the practical assignmenta.

Observe the practical skill that has been demonstrated by instructor or other experienced
individuals.

b. Ask questions to the instructor about difficult concept that the trainees have found.

9Implementation:a.

Apply safety working training.

b. Monitor the personal improvement indicator through practical activity.
c.

Practice the new skill that had been received.

Assessment
Perform the assessment to finish the learning process.

Training method
There are three training methods that can be used. In several cases, the combination of thosetraining methods can be used.
a.

Self learning

Self learning let the trainees to learn individually by their own learning pace. Although
it is freely conducted learning process, the trainees have been advised to consult to the
instructor anytime to confirm the progress of the learning process and to overcome
learning difficulties.
b. Study group
Study group is enabling the trainees to come together regularly and participate in study
group sessions. Although the learning process have the same principle of different
learning pace among the trainees, this study group sessions give interaction among thetrainees, instructors, and subject matter experts from the workplace.
c.

Structured learning

Structured learning consists of formal class room meeting conducted by instructors orother experts. This particular learning session is generally regarding a certain topic /theme of learning process.

1.4 Problems in Current Traditional Method
Although the system and procedure of CBT have been improved by the government, there
are still many weaknesses, problems or challenges in the real application of CBT in Industrial

10Vocational Training Centers in Indonesia. These problems must be identified in order to have theright solutions for future improvement of the system itself. The problems are explained in table 2.
These are based on CBT training in Industrial Vocational Training Centers in Samarinda, East
Kalimantan, Indonesia.
Table 2. Problems on the implementation of CBT in Indonesia
Problems
Learning material

Learning method

Learning motivation

Learning environment

Trainees condition

Explanation
CBT provides three books: information book, work book, andassessment book. These books are supposed to become a self learning
system, however the content of the books somehow is not enough forself-learning process and there are some unnecessary information has
been repeated on those books. The books are also didn’t give enoughinstructions for the trainees to do self learning process. The workbook and assessment book is not user friendly, the trainees usuallydidn’t able to do the work book or do the self assessment process
without the proper guidance of the instructor.
The content of the information book is not adequate to fulfill thepractical skill of the competency unit. The instructors must provide
additional information so that the trainees can understand the learning
subject more clearly.
The three methods that have been explained are not well utilized. Self
learning and study group are basically impossible to do in previous
learning environment. The learning process is based on the method ofclassroom meeting where the instructor taught most of the newknowledge that have been provided in the book with some extra
information.
The trainees are likely having high motivation to join the training
because the reason they join the training is to improve their skills inorder to have a better job in industrial sector. The real challenge is
how to maintain the high initial motivation level during the wholeprocess of training. Especially on the theory sessions which is not
involving any physical activities in the workshop.
The trainees usually learn on two places: classroom and workshop.
On the workshop, because it is involving many physical activities, thelearning environment is quite lively. However in the classroom, thelearning environment is quite uninteresting. It is instructors’
responsibility to keep the learning environment is attractive andinteractive enough for the trainees.
Government’s training is aiming for the unemployed. Mostly consistsof junior and senior high school graduates who didn’t have theopportunity to continue to the higher education. This is also achallenge to the CBT system. On the high school, the learning method
is classroom meeting where the teachers give all the knowledge andthe students receive all those knowledge and try to memorize orunderstand the knowledge in order to answer the questions (pass the
final examination). Without fostering information utilization skill, thetrainees are having difficulties to use CBT method who actually using
self learning system. The changing of the learning method in suchdrastic way sometimes leads the trainees into confusion. The
instructions provided in the book didn’t help much because it isusually mentioned in a general concept, not applied practically in thelearning content itself.
Another problem is the computer literacy among those high school

11

Learning pacegraduates. Because computer course is still an optional subject in our
educational system, many high schools (especially on the remoteareas) didn’t introduce computer skills to their students. Thiscondition is also another challenge in introducing a computerized
system that should be solved immediately.
There are some difficulties in learning pace. In the nature of CBT,
because it is self learning, the learning pace should differ on eachtrainee. When the trainees feel that they have acquired the required
knowledge and skill, they can proceed to the competency test.
However, because the method is still classroom meeting, the learningpace is forced in the same speed on every trainee. This will cause
problem if some of the trainees didn’t understand the learningmaterial, but they are forced to continue the learning progress. The
instructor also determines when the trainees can have the competency
test. In the end, the trainees have difficulties on the competency test
and must do the test again to pass the competency unit.

E-learning is the new method that will be tried to be implemented in the CBT learning
system. The e-learning will be conducted in computer laboratory in Industrial Vocational Training
Center. Using computer as the media of delivering the learning material to fully acquire the self
learning method of CBT system as the original concept, e-learning should be the solution to answer
the practical problems on the current implementation of CBT. The learning material should beanalyzed and improved using instructional design system with many viewpoints that can increase thequality of learning process. Analysis of viewpoints of motivation, input and output of learning
process, strategies for effective learning, etc., can be very useful tools to improve the learning
content.
This research will mainly observes the efficacy of the new e-learning system, which can bederived from the output of the learning process (post test), whether fulfill the passing criteria or not(80% passing grade). If the participants who are using this system can pass the passing grade, it canbe concluded that the system is effective to be implemented in the Industrial Vocational Training
Centre. The research will also evaluate the other aspects of the new e-learning process using thequestionnaire to obtain the impression data of the participants.

12

Chapter 2Theory and Literature Review

2.1 Instructional Design
Instructional design is not common term in daily use. Many people didn’t know about what is
instructional design about. However, many people in fact have already implemented instructional
design, especially in educational sector, but didn’t realize that what they are doing is instructional
design.

2.1.1

What is instructional design?
So what is instructional design? First of all, we must define what instruction is. Instruction

is a human undertaking whose purpose is to help people learn. It is a set of events that affect learners
in such a way that learning is facilitated (Gagne, Briggs, & Wager, 1992). So instruction is notlearning process but a way to help the learning process. What is the difference with teaching?
Teaching is one form of instruction because mostly teaching is conducted from a teacher to a student.
Instruction has a much wider scope, because instruction will include all of the events that may have a
direct effect on the learning of a human being, not just those set in motion by an individual who is ateacher. The instruction may be partly internal when there is a learner activity called “selfinstruction.”
In order to produce such effective and efficient instruction, the instruction itself needed to
be well planned, so it is must be designed in some systematic way. So instructional design is a
design of the instruction in a systematic method in order to activate and support the learning of theindividual student.

2.1.2

Instructional design and instructional system design
There is another term that maybe common to use, instructional system design. Instructional

system is an arrangement of resources and procedures used to promote learning (Gagne, Briggs, &Wager, 1992). This term is mainly used for a wide range level where the whole resources in the13system are utilized at planning and developing instructional system. Instructional system design isthe systematic process of planning instructional system, and instructional development is the processof implementing the plans. However, for smaller instructional system design, sometimes it can becalled instructional design. So instructional system design of the smaller components is simply
referred to as instructional design since the focus is the piece of instruction itself, rather than the total
instructional system.

2.1.3

Instructional design model
The general form of instructional design model is commonly known as ADDIE model.

ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. These are thesteps of the instructional design process flow chart as shown in figure 1.

Analysis

DesignDevelopment

Implementation

Evaluation

Revise as needed
Figure 1. ADDIE model (general form of the ID process model) (Suzuki, 2004)
On the general form, it is shown that in order to achieve a good instructional design, theprocess can be revised as many as needed. This is the approach of “feedback and self-correction” inorder to improve the quality of the instruction.
The ADDIE model is the general form of instructional design model. The more detailed
model can be seen in one of the model, such as Dick and Carey (1990) model of system approachmodel for designing instruction in figure 2.

14

Revise instruction

Conduct
instructional
analysis
Identify
instructional
goals

Write
performance
objectives

Developcriterion
referenced
test items

Develop

Designandconduct
formative
evaluation

Develop andselectinstructional
material

Identify entry

Design and conduct

Figure 2 Dick and Carey ID process model (Gagne, Briggs, & Wager, 1992)
Looking through Dick and Carey instructional design process model, it can be seen that thefirst step is to identify the instructional goals, or in the educational term, define the learning
objectives. Then the analysis about the entry behaviors and characteristics of the learners, in order to
see the actual learning gap prior to learning process so the instructional can be designed to overcome
this gap. The next step is to develop the instructional strategy referring to the previous analysis about
the learning objectives and the characteristic of the learners and select the proper instructional
material for each learning objective. The important part is formative evaluation which will be thetool to check the efficacy of the new instruction prior to the real usage of the instructional design.
The formative evaluation results will be the base of the revision process, before finally move to thesummative evaluation which will check the efficacy of the instructional design in the real life
condition.

2.1.4

Instructional events

In developing instructional strategy, the core process is the instruction itself. One of the ways todevelop an instructional event is the Gagne’s nine events of instruction which will guide the step bystep process of providing an instruction. Instruction consists of a set of events external to the learnerdesigned to support the internal process of learning (Gagne, Briggs, & Wager, 1992). Therefore
these events are external factors which will improve the learning process of a learner. The nine
events and the sample of arithmetic calculation of a rectangle area can be seen on table 3.

15

Table 3. Gagne’s nine events of instruction:
An example of arithmetic: “area of a rectangle” (Suzuki, 2004)
Event
1. Gaining attention
2. Informing the learner of theobjective
3. Stimulating recall of prerequisite
learning
4. Presenting the stimulus material
5. Providing learning guidance

6. Eliciting the performance
7. Providing
feedback
performance correctnessabout

8. Assessing the performance

9. Enhancing retention and transfer

Sample of arithmetic calculation
Show pupils two comic books of different sizes and ask
which one is bigger
Make the pupils realize that both books are rectangular,
and inform them that the aim of the lesson is to learn
how to calculate the area of a rectangle.
Assist the pupils to understand that the opposing sides
of a rectangle run parallel and that the sides cross atright angles. Also remind them of the way to calculate
the area of a square.
Show the pupils the rule for calculating area (area =length x width) and use some examples to show the
way to apply the rule.
Let the pupils compare the rule for calculating the areaof a square and the rule for a rectangle, also let themthink of the differences between them. Encourage them
to apply the rule by focusing on the similarities anddifferences.
Let the pupils calculate the areas of rectangles bythemselves providing numbers that have not been usedin previous examples.
Write down the correct answers on the blackboard andlet the pupils mark their own answers. If there arepupils who gave wrong answers, explain the reasonsaccording to the types of their mistakes.
Conduct a simple test and check the progress of thepupils. If there are pupils who could not reach thetarget, give them some advice. Use the result for the
preparation of the next lesson.
When their memories may have faded, ask them toexplain the rule for calculating the area of a rectangle
and remind them of the rule. Let them think of how to
calculate the area of a parallelogram and the area of a
trapezoid.

2.2 Motivation
The motivation is very important especially in the self learning / learner centered learning
environment. The motivation of the learners (trainees) must be in a high level to ensure that thetrainees are willingly to continue learning in the e-learning environment without any influence fromthe instructor. This is very important to foster the information utilization skill that will lead to thetrainees’ ability of actively finding and using the correct information to solve the problem.

16

There is a motivational strategy known as ARCS model: Attention, Relevance, Confidence,and Satisfaction which have been developed by John M. Keller. This model is the motivations oflearning model which can be explain as in the figure 3.
Satisfaction (I feel glad to do it)

Confidence (I can do it if I try)

Relevance (I see the value / importance)

Attention (Interesting)Figure 3 Four Factors in ARCS models (Suzuki, 2004)
The figure is shown that the learners’ motivation will start in the learning process throughthe first stage which is the learners are attracted to an aspect that there seems to be something(Attention). Then, the learners will see the learning objectives and notice the importance and therelated value of the learning process (Relevance). To realize only the meaning of the learning it is
not enough. The learners should know that it is possible to achieve the learning objectives and if thelearners can attribute the achievement as his / her own efforts, it will stimulate the aspect ofconfidence that the learners can do the learning process to achieve learning objectives (Confidence).
If the learners are satisfied to the learning process and feel glad to do the learning process, thelearners will be motivated to continue to the next learning process (Satisfaction).
The ARCS model has three major subcategories of strategies under each of the four major
categories which can be seen in table 4.
Table 4. ARCS Strategy categories (Reigeluth, 1987)
Strategy
Attention
A.1 Perceptual Arousal
A.2 Inquiry Arousal

Explanation
Gain and maintain student (trainees) attention by the use ofnovel, surprising, incongruous, or uncertain events in
instruction.
Stimulate information-seeking behavior by posing, or having
the learner generate, questions or a problem to solve.

17A.3 Variability
Relevance
R.1 Familiarity
R.2 Goal Orientation

R.3 Motive Matching
Confidence
C.1 Expectancy of Success
C.2 Challenge Setting

C.3 Attribution Molding
Satisfaction
S.1 Natural Consequences
S.2 Positive Consequences
S.3 Equity

Maintain student interest by varying the elements of
instruction
Use concrete language, and use examples and concepts thatare related to the learner’s experience and values
Provide statements or examples that present the objectives
and utility of the instruction, and either present goal foraccomplishment or have the learner define them.
Use teaching strategies that match the motive profiles of thestudents.
Make learners aware of performance requirements andevaluative criteria.
Provide multiple achievement levels that allow learners to set
personal standards of accomplishment, and performance
opportunities that allow them to experience success.
Provide feedback that supports student ability and effort as
the determinants of success.
Provide opportunities to use newly acquired knowledge orskill in a real or simulated setting
Provide feedback and reinforcements that will sustain thedesired behavior
Maintain consistent standards and consequences for task
accomplishment.

These strategies can be applied in the learning content in order to motivate the learners on
every instructional events / stages.

2.3 Evaluation
The research will be conducted in a small group formative evaluation. First of all, let’scheck the definition of formative evaluation and its differences with summative evaluation.
Formative evaluation is the evaluation of instructional materials (not the evaluation of thelearners) where the designer evaluates the materials to determine the weakness in the instruction sothat revisions can be made to make them more effective and efficient.
On the other hand, summative evaluation is evaluation of the material in terms of theireffectiveness in order to provide data for decision makers who may adopt or continue to use thematerials (Smith & Ragan, 1999).
The functions of formative evaluation are determines learning progress, provides feedback
to reinforce learning, and correct learning errors. The functions of summative evaluation are18

determines end-of-course achievement for assigning grades or certifying mastery of objectives(Gronlund, 1985).
It is appeared that the main difference between the two kinds of evaluation is the function of
the evaluation. Formative evaluation has the function of improve the learning material itself, whilesummative evaluation is to measure the achievement of the users.
There are some stages of formative evaluation:•

Design reviews•

Expert reviews•

Learner validation•

Ongoing evaluation

Design reviews and expert reviews are the reviews prior the development of the instructional
design and prior to the actual use with the learners respectively. Learner validation and ongoingevaluation is involving the use of the actual instructional materials with learners who represent thetarget audience.
Learner validation is how to use the instructional material (e-learning) to the representatives
learners to see how well they can do learn and what kinds of problems arise as actual learners go
through the instruction. This consists of:•

One-on-one evaluation•

Small-group evaluation•

Fields trial

This research will be mainly focus on small group formative evaluation because the time
limitation of the research, so instead of measuring the result of the learning process as a final
achievement of the learners (trainees), but the result will become a guidance to further revising thelearning material (in this case e-learning environment). So hopefully after revising using formativeevaluation, we will manage to see whether e-learning can be well implemented in Industrial
Vocational Training Centre as an alternative of learning process in training environment. If the resultshows significant improvement, not only we can assure that the e-learning is applicable, but also elearning is the better way to convey theoretical knowledge portion of the whole training process.

19

The purposes of this particular stage of formative evaluation are:
1. To check the efficacy of the revisions based on one-to-one data (which in this caseis not being conducted because the lack of time and trainees at the current researchtime).
2. To ascertain how well the instruction works with more varied learners
3. To see how well the instruction teaches without the designer’s intervention (Smith& Ragan, 1999)
The diagram for the small group formative evaluation process can be seen in figure 4.

START

Small group formativeevaluation I

Revision of the
instructional design

Data:
Impression ofthe
instructional

designSmall group formativeevaluation II

Data:
Score Result
AttitudeAnalysisConclusion

END

Figure 4. The diagram of the flowchart of small group formative evaluation process20Because in the small group formative evaluation the instructor (or designer) can not interfere withthe learners, the evaluation can be seen through the evaluation tools inside the learning system, suchas:•

Pre test (to measure the initial knowledge of the learners prior the learning process)•

Post test (quizzes and assignments on each session and final examination at the end of
the course to measure the efficacy of the learning system)•

Questionnaire (to measure the attitude towards learning system and learning content
and improvement for the instructional system)

The explanation for the evaluation tools can be seen on table 5.
Table 5. Characteristic of Test
Test
Pre test

FunctionTomeasurethequalification / initialknowledgeofthepotential learner

Exercise

To help the learnerunderstanding
thelearning content andpractice the gained
knowledge and skills

Quiz

To assess the learner ona specific chunk / part ofthe learning content

Post test

To measure the final
result of the learner
whether he/she canachieve the learning
objectives or not

QuestionnaireTomeasuretheimpressionofthelearners
andany
feedback regarding the

Explanation
Base on criterion reference* with strict criteria (such as80%, or 90 of 100), the learners who fail the test iseligible to conduct the learning process, while the one
who pass the test shouldn’t take the learning process
because the learner has mastered the learning
objectives.
This test is mistake-free test where the learner can do
the test without any concern of being wrong. The
important thing is to provide feedback to the learner sothat they know why they had made the mistake andhow to resolve it. Although this is not counted asassessment process, but it is very important for thelearner to actually conduct this exercise test in order tosecure the gained knowledge and skill.
This test is a small assessment test to measure thelearners’ achievements on a specific part of thelearning content. Usually it is placed on the end ofeach session or each block (several sessions). Not only
to assess the learner, but also this test serves as a tool
for the lecturer / instructor to identify each individual
learning progress and determine on which part does thelearner has some difficulties. The grading for this typeof test usually is combined to achieve average score of
the learner and also determine the final result of thelearning process.
This is the final test of the whole learning process.
Usually is the same standard with the pretest, but theoutcome is the contrary. For instance, in the pretest thelearner who scored less than 80% should conduct thelearning process, but on the posttest the learner mustscored more than 80% to pass the test.
This is also criterion reference with strict scoring rule
which of course must refer to learning objectives.
The questionnaire usually use gauge type indication
test to measure the satisfactory level of the learners or
the general impression. Text written test can also be
used to obtain more detailed feedback from the21

learning system and learners. This kind of evaluation usually only measurescontent
the 1st level of Kirkpatrick 4 level of evaluation***Criterion reference is describing pupil performance according to clearly defined and delimited
domain of learning task. The opposite is norm reference which is describing pupil performanceaccording to relative position held in some known group (Gronlund, 1985).
**Kirkpatrick 4 Levels of Evaluation are: Reactions, Learning, Transfer/Attitude, Results.
Questionnaire can only provide the reactions of the learners, therefore falls on the 1st level of
evaluation. However, comparison between pre test and post test can be considered as the 2nd level of
evaluation (Rosenberg, 2001).

2.4 E-Learning and Self Learning
2.4.1
a.

E-Learninge-learning in general terms

The definition of e-learning according to Rosenberg (2001) is referring to the use of internet
technologies to deliver a broad array of solutions that enhance knowledge and performance. It isbased on three fundamental criteria:
1. E-learning is networked, which makes it capable of instant updating, storage/retrieval,
distribution and sharing of instruction or information.
2. It is delivered to the end-user via a computer using standard internet technology.
3. It focuses on the broadest view of learning--learning solutions that go beyond the traditional
paradigms of training.
Based on Rosenberg’s definition, e-learning must have a system of networking and data storageand must be conducted through computer with internet technology (web browser, TCP/IP
protocol and so on). However, he also mentioned that e-learning must focus on the broadest
view of learning that goes beyond the traditional paradigms of training. Building a web based
training (which of course fulfill the first and second fundamental criteria) not automatically
become an e-learning. It must extend the paradigms of old training. This is quite hard because it
is difficult to decide whether the training has achieved the learning process beyond the oldparadigms. However, the definition could fit in this particular training case perfectly because
this is the transformation of the old method of training to the e-learning system and hopefully
will improve the old paradigms of training program in Industrial Vocational Training Centers inIndonesia.

22

There are many benefits of e-learning. Rosenberg listed these benefits as 11 major benefitsof e-learning. Table 6 is the list of these benefits and some explanations about these benefits
related to the training program.
Table 6. Benefits of e-learning (Rosenberg, 2001)
Benefits
e-learning lower costs

e-learning enhances
responsivenessbusiness

Messages are consistent or
customized, depending on needContent is more timely anddependable
Learning is 24/7
No user “ramp-up” time
Universality
Builds community

Scalability
Leverages
theinvestment in the web

corporate

Provides an increasingly valuable
customer serviceb.

Explanation
The important point is that using e-learning; it will cut
some other expenses such as travel expenses,
classroom/instructor infrastructure, reduce the time oftraining, etc. The startup investment of e-learning can bequickly recovered through delivery savings.
E-learning can reach an unlimited number of people
virtually simultaneously. This can be critical when businesspractices and capabilities have to change fast.
Everyone gets the same content, presented in the sameway, yet the programs can also be customized for different
learning needs or different groups of people.
Because it is web-enabled, e-learning can be updated
instantaneously and can be distributed immediately.
This is the characteristic of e-learning, anytime anywhere,
make learning operation truly global.
With so many people are familiar with internet andcomputer, learning on how to use e-learning is not a big
issue.
E-learning is now developed on mostly the same internet
protocols and browser. Concern over differences platforms
and operating system is rapidly fading.
Internet enables people to build enduring communities ofpractice where the sharing information among the learners
even after the training program is over. This is atremendous motivator for organizational learning.
E-learning solutions are highly scalable. Programs canmove from 10 to 10,000 people with a little effort orincremental cost.
Executives are increasingly looking for ways to leverage
their huge investment in corporate intranets. E-learning isemerging as one of those applications.
Business e-commerce effort can be enhanced through theeffective and engaging use of e-learning that help
customers derived increased benefit from the site.

e-learning in training program and its limitations

Training program in Industrial Vocational Training Centers in Indonesia is quite unique. The
purpose of this training is to improve the skill of the unemployed in order to give them opportunities
of employment in industrial sector. The emphasis is on skill improvement of the people (although
the two other factors which are knowledge and attitude also play important role for the trainees).
Therefore mostly the skill is psychomotor skill. Psychomotor learning is the development of muscles
to work in organized patterns guided by signals from the environment. It is the relationship between

23

cognitive functions and physical movement in education. Psychomotor learning is demonstrated byphysical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed;
actions which demonstrate the fine motor skills such as use of precision instruments or tools, or
actions which evidence gross motor skills such as the use of the body in dance, musical or athletic
performance (Psychomotor Learning, n.d.). This kind of psychomotor training is involved a lot ofphysical activities in the workshop. Whether is mechanical technology, automotives, construction,even computer training courses (the computer courses are mostly about the skill to use office-related
programs such as word processor programs, spreadsheet, photo editor, etc) those skills need many
real time practices under the surveillance of an instructor (especially which involves heavymachinery because of the safety precautions). That is why implemented e-learning 100% toindustrial training is not possible yet.
For trainings which involve heavy machinery or hazardous material (such as chemical,
electrical, flammable gases, etc.), the presence of the instructor is a necessity. The e-learning canprovide many information and instruction, but the real practice cannot be handled by e-learning.
So there are some limitations of the usage of e-learning in the competency-based training inIndustrial Vocational Training Centers in Indonesia. Table 7 is the explanation of these limitations.
Table 7. Limitation of e-learning in Industrial Vocational Training Centers in Indonesia
Limitation
Practical skill

Surveillance

AttitudeExplanation
In a training environment where practical skill is essential, e-learning has
its limitation for this particular part. E-learning may be not the best
method to conduct the psychomotor skill (Allen, 2003) and developing
simulators with interface devices and sensors will be very expensive.
One of the most important parts of practical skill training is thesurveillance or supervision from the instructor. This is quite essential
because it is not only to transfer the skill (sometimes demonstration fromthe instructor is needed) but also to guide the trainees on how to performthe correct procedure of a psychomotor activity. Another important partof the instructor in the surveillance is to keep safety precautions toprevent any accident in the workshop. Although the trainees have beenaccomplished industrial safety competency unit, but the instructors still
have to remind the trainees over and over again on how to prevent work
accidents. This is important because not only work accidents can damage
the training facilities (machinery, tools, materials, etc.) but mostly
because it can do serious harm to the trainees.
Although e-learning can provide questionnaire to measure the responses
from the trainees, it can not measure the difference in the attitude of the
trainees before and after the training. The attitude in this training is theworking attitude that the trainees should have in order to become adedicated employee. Attitude such as self-discipline and time punctuality,
obeying the rules and procedures in workplace, even working diligently
and thoroughly are parts of a good attitude in a work place. E-learning24

can provide information / knowledge about attitudes, but to really change
the attitude of the trainees, the instructor must lead by example andcontinuously infuse these behavioral changes to the trainees.
As it was explained previously, in competency-based training, thecompetency of the trainees is measured by competency test which involve
many performance criteria. The performance is basically the workplace
performance (although some competency units didn’t have any practical
performance criteria) which can be judged during the time when the
trainees are working in the workshop by the instructor. E-learning cannot
provide such feature to record the physical performances of the trainees.
E-learning needs some relatively expensive equipment, such as computers
and internet connection. It is quite problematic for remote areas with low
infrastructure available.

Competency test

Infrastructure

2.4.2

Self Learning
In the new education system in many countries, there is a change of the learning systemfrom the previous teacher centered to the learner / student centered. Teacher centered is the teaching
method where the teacher acts as the centre of the activity. The teacher will do the majority of thelearning process and the student will act as the object of the learning process passively. The teacher
actively teaches the material to the student, and the student passively receives the knowledge.
Nowadays it changes into learner centered where the student actively learning the knowledge. The
teacher acts only as the facilitator, information source and guide to lead the student on the learning
activities. The student must ‘find’ the knowledge in order to solve problems.
The differences of teacher centered and student centered can be seen in table 8.
Table 8. Differences in teacher centered and learner centered(Adapted from National Capital Language Resource Centre, n.d.)
Teacher-Centered
Focus is on instructor
Instructor talks; students listen
Students work alone
Instructor monitors and corrects every student
utterance
Instructor answers students’ questions
Instructor chooses topics
Instructor evaluates student learning
Classroom is quiet

Learner-Centered
Focus is on both students and instructor
Instructor models; students interact with
instructor and one another
Students work in pairs, in groups, or alone
depending on the purpose of the activity
Students talk without constant instructor
monitoring; instructor provides
feedback/correction when questions arise
Students answer each other’s questions, using
instructor as an information resourceStudents have some choice of topics
Students evaluate their own learning; instructor
also evaluates
Classroom is often noisy and busy

Learner centered learning can also mean that the learner have the control of the learning process.
It is a learner controlled self regulating learning process. The learner has the ability to decide how to25

conduct the learning process but still with some basic rules or guidance such as learning objectives,
curriculum, reference materials, etc., that should be followed.
Self learning means that the learner learns by himself, using their own learning pace. Usually thelearners have different learning paces. With self learning, the learning process will be conducted indifferent individual learning paces which can lead to a better result. The learner must understandeach part of the learning activity individually, not as a group of classroom. This will give an
opportunity to the learner to deepen his/her understanding on a specific part of the learning process
without bothering/stalling other learner.
From those explanations it can be seen that learner centered and self learning have many
common grounds. Especially the main part where the students are the active element of the learning
process. The teacher (or instructor) plays supporting role of the learning process, not as the focus of
the learning activities.
Competency based training (CBT) in Indonesia actually encourage the trainees to do self
learning method as mentioned in the information book:a.

Self learning

Self learning let the trainees to learn individually by their own learning pace. Although
it is freely conducted learning process, the trainees have been advised to consult to the
instructor anytime to confirm the progress of the learning process and to overcome
learning difficulties.
b. Study group
Study group is enabling the trainees to come together regularly and participate in study
group sessions. Although the learning process have the same principle of different
learning pace among the trainees, this study group sessions give interaction among thetrainees, instructors, and subject matter experts from the workplace.
c.

Structured learning

Structured learning consists of formal class room meeting conducted by instructors orother experts. This particular learning session is generally regarding a certain topic /theme of learning process (Department of Manpower and Transmigration Republic ofIndonesia, n.d.).

26

In CBT, the trainees have their own responsibility to their own study progress, making plan with
the instructor, and execute the plan diligently. However, the current application of CBT is likely on
the structured learning which is actually a teacher centered learning process.

E-learning as the new method of learning is expected to be able to promote the self learning
environment. Using computer as the mean of conducting learning activities in a LMS, the trainees
can learn on their own learning pace without bothering other trainees working on the same course on
the same LMS. The computer and internet technology enable the instructor to conduct individuallylearning process. Of course because it still blended technique where the self learning is mixed withthe workshop practice of psychomotor skill, it cannot be 100% of self learning. The role of the
instructor is still very essential especially in workshop practice to demonstrate and guide the trainees
on how to perform the psychomotor skills.
Using e-learning as the method of self learning, also has another benefit: promote learner
centered learning where the trainees have the responsibility of their own learning progress. The
trainees should actively learn and seek information whether through internet (online) or ask the
instructor as the information source. This eventually will lead to the fostering of information
utilization skill which enables the trainees to seek, process, and use the information they need toovercome problems they will face in the real life working environment.

27

Chapter 3
Implementation of e-Learning

3.1 E-Learning System
E-Learning system is about the delivery system of learning process and all the management
process of developing e-learning such as creating and designing learning material. There are many
alternatives to conduct the e-learning. In this research plan, the e-learning will be implemented using
internet technology. This will be a bit difficult because the trainees are not well literate withcomputer and internet skills. The design of the delivery system will be as simple as possible withstill maintain the important aspects of e-learning and learning management system. The explanationof this delivery system can be divided into sub points as follows:
1. Content creator
2. Learning Management System

1. Content creator
The content is basically consisted of text, images, and audio visual (video) when it is necessary.
Because the e-learning is based on internet environment, the best way to create the content is in web
pages, whether HTML (client side) or PHP (server side). Using web pages it is easier to put text,
modify the text, put images, put video (video on demand), and even put links to other website inorder to deliver the learning material. Another benefits of using web pages, it is the ability to use
PHP, JavaScript, action script, MySQL, and many other program to support the content of thelearning material. Although it is not advisable to use many features because it can easily distract thetrainees from the actual content of the learning material, it is still nice if we know that we have many
options to develop and improve our learning material.
However, developing such web pages need some skills on computer programming. In thisresearch, Adobe Dreamweaver is used as the tools to develop the learning material which is moreusers friendly compared to the other open source program.

28

To have simple JavaScript application, free JavaScript source codes in the internet(http://javascript.internet.com/) are used. This free source website provides many simple JavaScript
codes that can be easily put in the HTML or PHP. These simple JavaScript applications can be
useful to improve learning content with some features such as open-close statement (a statement
block that can be opened and closed using a button), mini quizzes (for small exercises), mini
calculator, etc.
In this research, there are some improvements of the learning content from the previous face-toface learning material (information books). These improvements and their rationale can be seen on
table 9.
Table 9. Improvement of Learning Content and Rationale
BeforeAfter

Intention

Rationale

The usage of picturesin the form of
manual drawing(black and whitesketches)

Pictures are real
objects, colorful, takenfrom the latest
information in theinternet

To show the trainees
the ‘real’ objects of
the lesson, rather thanto describe the object
or using roughsketches

The explanation is
uncompleted, many
explanation text isuseless because it is
not comprehensive
explanation
The references are
only noted in the lastpart of the book,without further
explanation about thereferences
themselves

The explanation ismuch more complete,with many references
to provide additional(newest) informationin the internet
The references areprovided throughout
the learning process,using links to theinternet websites.

To provide to thetrainees explanation of
the lesson as complete
and comprehensive as
possible

The language andterminologies thatbeing used are notcommunicative

The language andterminologies arecommunicative andup-to-date terms,
sometimes using
international terms

To be able to deliver
the learning content
much more effective

This is one way to
improve the trainee’s
motivation andunderstanding. With thereal object pictures, thetrainees will be able toidentify the proper
equipment in the real life
situation. The trainees
will be attracted by thecolorful pictures andwant to continue thelearning process
By providing complete
and comprehensive
explanation, the learning
quality can be improved
and the trainees can learnmuch more effectively
In the e-learning process,the self-learning ability
and skill utilization skill
is essential for the
trainees. With this online
references (using links)
the trainees can develop
the attitude of utilize theinformation in theinternet
According to ARCS
model by Keller,
Attention is one of thefactors in increasing the
motivation level of the
trainees. By using morecommunicative language

To show the trainees
about the referencematerial that being
used in the learning
content throughinternet and hopefully
the trainees

29

The arrangement of
the lesson isdisordered

Lessons are arranged
in ordered manneraccording to thelearning objectives

To make the learning
process morestructured(conversational type) andup-to-date terminologies,
the trainees will be
attracted to use the elearning process.
Structured learning
process can help thetrainees to easily learn
the content according to
the learning objectives onthe ‘proper’ sequence.

2. Learning Management System
The importance of using learning management system rather than plain website is that the LMS
have two major benefits: content control and learner control. Content control means that theadministrator (in this case, the instructor) can easily manage the content of the website, when did thecourse can be opened, easily activate and deactivate some courses, quizzes, assignments, without
have to re-do the whole website. Learner control means that the administrator can easily manage thelearner, when they will study the learning material, who will study what and how, and many otherthings. With LMS, it is possible to give different courses to different trainees at the same system.
The ability to record data whether is quiz result, learning progress, assignment, even time elapsed forlearning is also one of great advantages of learning management system.
Although there are many LMS free software such as Moodle or Claroline as, this software are
too complicated for beginner users. Research experiment will try to use simple platform with PHP
and MySQL based program so it is easy to use for administrator (to develop the content using html
and convert it to PHP), and for trainees as user because it will only provide the most basic features
for the learning process.
The comparison between self-made platform and pre-existing LMS can be seen in table 10.
Table 10. Comparison of LMS
PointsUser friendly
Administrator

Features

Self-made Platform LMS
It is very user friendly, it can be
designed only to fulfill specificnecessity of the training process
It is very hard to develop suchplatform/
system.
The
administrator who create theplatform must have high skill ofIT and programming language
Can be adjusted by theadministrator (with high skill ofPre-existing LMS (ex: Moodle)
It is user friendly, but the user still
have to have some knowledge about
the learning environment
It is very easy for the administrator
because it is already been developed.
The administrator didn’t have to beable to use any programming language
The features are already fixed. The
administrator can only activate and30

Content

Quiz / assignments
Localization

Database system

IT)
Using simple web pages.
Platform can be developed tomake the upload of the content
much easier
Platform can be developed tomake the creation of quiz much
simpler
Language can be changed easily
because we have access to thesource code

It
is on
MySQL,
theadministrator should need othersoftware (or platform) toretrieve the data
Can be adjusted completely
because we have the sourcecode
Very simple, only necessary
features can be inputted in the
LMS

Appearance
Complexity

deactivate the features
Using simple web pages. Very easy to
upload learning content with alreadyexisted feature
Quiz feature have already there, it canbe used very easily
To change language it is difficult
because we didn’t have the sourcecode. Indonesian language is an
option, but it turn out that in Moodle is
not fully compatible in Indonesianlanguage
Already implemented in the LMS, theadministrator can retrieve the data very
easy
Although there are some themes, thebasic appearance of the LMS still verymuch the same
Quite complicated, many unusedfeatures are still inside the learning
content

Base on the comparison on table 10, it is easier to use pre-existed LMS such as Moodle. But on
the other side, the complexity of the LMS will be a major de-motivation factor of the trainees
especially the beginner users with very low ability of computer operation. Many features in the LMS
that is not suitable yet for early e-learning users. It is much better to use a simple LMS for the newusers, and move to more sophisticated LMS such as Moodle when they have familiarized withcomputer usage. The nice thing about these LMS is that because the system is the same (web based
pages), the content can be easily moved out to one LMS to the other LMS with minor adjustment.
Language is also another big issue. Indonesia is not using English as secondary language, so thelevel of English literacy is quite low. Using Moodle with so little language translation (in Moodle,
only few items are translated in Indonesian, many basic features are still using English) will cause
negative effect where the trainees feel reluctant to use the e-learning because they can not read thefeatures in the LMS.

The customized LMS that is used for this particular research experiment on Industrial
Vocational Training Centre in Indonesia consists of three types of users:•

Administrator

31•

Teacher•

Student

The differences of the users can be seen on figure 5.

Login page
Administrator

Teacher

Student

Home

Home

Home

Courses

Courses

Users
Change Password

Change Password

Log Out

Log Out

Change Password
Log Out

Figure 5. Structure of LMS
The features of administrator are the complete features in the LMS, including the most importantpart of administrator: the sign up of the users (teacher and student). Teacher has the feature ofcreating courses, and the student can only use the learning material. The common feature ofchanging password is available for every user.
This LMS has some advantages and limitation, as explained on table 11.
Table 11. Advantages and Limitation of LMS
Advantages- Simple features for beginner in e-learning- Easy to use (and develop) for teacher andstudent- Controlled navigation of the learning- Randomization of questions and questions type- Can be easily modified (customization)

Limitations- No feature of discussion board for teacher /student- No time limitation or time record feature forlearning and test
- The contents appearance depend entirely on theskill of the content creator (developer)

The LMS is uploaded in a free server provider in the internet (www.freehostia.com) and can beaccessed through web address:
http://fanina.freehostia.com (English version)
http://blki.freehostia.com (Indonesian version)32

During the research experiment, the users will use the Indonesian version because of thelanguage challenge. However, the content of both web addresses are similar.
The flowchart of the e-learning structure can be seen on diagram on figure 6.
No

Pre test

Pass

Guidance
page for elearning

Learning
content
1, 2, 3…

Exerciseandfeedback

Post test

Quizzes

Questionnaire

End of elearning

Yes
If the trainees can pass the pre test,
it means that the trainees havealready mastered this particularcompetency skill and no need to
conduct the e-learning process.
However, because this particularcase is to see whether the e-learning
method can be applied in thelearning environment, this option is
not available

No
Pass

Yes

Figure 6. Flowchart diagram of e-learning
The e-learning system starts with log in page (as student users) and continues with pre test. If thestudent failed the pre test (which means that he/she needs the e-learning process), he/she cancontinue to use e-learning system.
The system consists of:•

Pre Test and Post Test

The system will record the result of pre test and post test so the result of the training can becompared before and after the e-learning process. The tests are the same, consists of multiple choices
and essay questions. Instructors must check the result of the essay questions manually and also grade
the test manually.
•

Learning pages

Learning pages based on PHP files. Using text, pictures, and video (using YouTube.com as
the video streaming server) on a web page to explain the learning material. Simple JavaScript
programming is also embedded in the learning pages to increase the interactivity of the learners /students. Another unique feature is the learning pages can only be accessed in a sequence orderwhere one page cannot be opened before the users opened the previous page.

33

•

Exercise and Feedback

Exercise and feedback is a feature where the users can freely exercise the knowledge thathas been learnt on that particular session. This is free-mistake exercise, where the feedback will
provide explanation to the users about the correct answers. Randomization is implemented in thisexercise and feedback, so the users can use the exercise again and find new questions on the samesession.
•QuizzesQuizzes are located on the end of each block. The quizzes’ results are not counted as the final output;
however, the quizzes have a certain passing grade, which the users should pass. If the users cannot
pass the quizzes, he/she cannot continue to the next block. So this is a way to ensure that the users
have mastered the knowledge of that particular block. Randomization of questions is also
implemented here to make sure that the users are really learning, not only remembering the answers
for the quiz.
•

Questionnaire

The questionnaire is the tool to acquire the impression of the users after using the system.
The questions are presented in rating multiple choices and open format essay where the users canfreely express their impression of the system.

The Screen Transition Diagram for the LMS is showed in figure 7. This Screen Transition
Diagram shows the pages where of the student users should proceed in order to use the learning
management system for e-learning process.

34

Figure 7. Screen Transition Diagram of the LMS
Screen transition diagram displays the same flowchart of the LMS structure. This transition
diagram is for student users who follow the learning process step by step. The screenshots of the
Learning Management System can be seen on Appendix A.

3.2 Implementation in the Industrial Vocational Training Center in Indonesia
The implementation of e-learning system is conducted in two different places in Indonesia. First it isin CEVEST Bekasi (Center for Vocational and Extension Service Training Bekasi but nowadays
becoming the Institution for Manpower Training and Development of Overseas Employment or
B2PLKLN). Second implementation it is Industrial Vocational Training Centre (BLKI) Samarinda,
East Kalimantan. Basically, the implementation is similar. However because of different conditionand circumstances, there are slight differences on the operational technicality.
The two implementations have several detail information which differ from each other. This
information is summarized in this explanation.

35

3.2.1 Implementation in CEVEST / B2PLKLN Bekasi
The implementation in CEVEST / B2PLKLN Bekasi is conducted on 17 and 24 October 2009. The
actual plan is to conduct within three days consecutively, however because there are technicaldifficulties where the computer laboratory and the students are not available for three days in a row,
the implementation is shifted into two days on Saturdays where the computer laboratory and thestudents are available. This shortcoming is turned out to become useful, because with this separation
time, the e-learning system is also tested in a real life condition with no supervision from the
instructor. The explanation of the result will be described in the next section of this chapter. Figure 8
shows the CEVEST / B2PLKLN front view.

Figure 8. CEVEST / B2PLKLN
The Participants
The participants are the undergraduate program students of Jakarta State Polytechnic which havejoint cooperation with B2PLKLN. The students are in the first year of study, with average age 19-20
years old (average age of high school graduates). The students mostly live in Bekasi area which isvery near to capital city, Jakarta. It means that those students are familiar with technology such as
computer and internet (and also internet connectivity through mobile phones). There are 18 students
who are enlisted to the system, however because of the limitation of the computer laboratory; only
16 students are allowed to join the LMS. Most of the students are familiar with internet technology,
and most of them have email addresses.

36

The Infrastructure
The infrastructure is about the computer for accessing the LMS and also the internet connection. In
B2PLKLN, the computer is desktop style with Microsoft Windows XP operating system. On one
computer laboratory (B2PLKLN has several computer laboratories) there are 16 computers, but
sadly not every computer is on top condition. Pictures of the computers that are used in the elearning system implementation can be seen on Figure 9.

Figure 9. Computer laboratory at B2PLKLN; one computer with windows XP operating system(left); computers which are ready to use (right)
Internet connection is surprisingly quite slow. This maybe happened because the internet system in
B2PLKLN is connected through a very complicated Local Area Network (LAN) not only forcomputer laboratories, but also for instructor’s (and administrative) rooms. It means a single line isdivided into tens of computers resulting in slow connection. The attempt to use the LMS on LAN is
impossible for that particular time because of the complexity of the LAN itself and there is no IT
specialist to assist on connecting the LMS through LAN.
The Implementation Process
The implementation is quite successful with some challenges. One of the major challenges is thechange of the schedule from three days consecutively into two days on separated weeks. This isbecause the schedule for implementation cannot be forced upon the normal schedule of training
process in B2PLKLN. The process started with the distribution of instruction manual for the system(paper based manual as can be seen on Appendix B) and a brief explanation about the overall37experiment and the system, the purpose of the e-learning system, how to use the LMS (explanation
about the instruction manual) and all the related issues regarding the implementation of the LMS.
The e-learning process on the computer laboratory starts at 08.00 am. Initial check on the computers
showed that only 14 of 16 computers are operational.
The initial participants only came 11 of 16 students’ names on the list. However, there are 2 otherunlisted participants who want to joint the e-learning process, so eventually the total number oftrainees is 13 of the initial 16 trainees. This number fully reaches 16 on the second appointment withthe exception of 2 listed participants which have been replaced by the two unlisted participants.
The learning process is carried out smoothly without any major problems. Minor problems mostly
technical difficulties such as the computer are unable to play video from YouTube and other minor
problem. The role of the instructor is only to explain (and solve) those minor technical difficulties
such as on how to play video, the instructor can install flash player or even show the video on othercomputer. Figure 10 shows the e-learning process is on the way.

Figure 10. e-learning process at B2PLKLN Bekasi
3.2.2 Implementation in BLKI Samarinda
The implementation in BLKI Samarinda is conducted from 27 until 29 October 2009. The
implementation has been done according to the original plan which is three days consecutively. Thisis possible because at that time the computer laboratory is available for a week (before other course
took place) and the students are available because they have finished their original course. With help
from IT instructor and automotive instructor, the implementation of e-learning can be conductedsmoothly in BLKI Samarinda. Figure 11 shows the picture of Industrial Vocational Training Centre(BLKI) Samarinda which is still under renovation construction process.

38

Figure 11. BLKI Samarinda is still under renovation program (taken on October 2009)
The Participants
The participants for this e-learning implementation are regular government program trainees fromautomotive course. The trainees are mostly high school graduates who have the same average age
about 19-20 years old but cannot afford to continue to study at universities or colleges.
There are 16 trainees that joined the e-learning implementation program. Most of them came fromremote area around Samarinda, so computer and internet are something new for them. However thisis another advantage for the program because all the participants are anxious to use computer andinternet as a new way of learning.
None of the participants have any e-mail addresses. This is the indication of the low level of internet
technology knowledge among the participants.
The Infrastructure
The computer and the internet connection are surprisingly adequate for this implementation program.
In turned out that the computer laboratory is quite new from government funding and the internet
connection is quite fast. This internet connection is fast maybe because the internet connection isused only for several computers on the training centre (unlike on B2PLKLN, BLKI Samarinda only
have one functional computer laboratory). However, in spite of the new computers, lack ofmaintenance is also happened at BLKI Samarinda. From 16 computers, only about 11 which are
fully operational. The other 5 computers are in bad condition and still waiting for maintenancefunding. The common operating system is Windows XP but some computers have already used
Windows Vista. Because mostly the program was using internet explorer (other internet browsing

39

program is also occasionally used), the different operating system is not a big problem. Figure 12
shows the computers that being used for the implementation program.

Figure 12. Computer Laboratory at BLKI Samarinda. A single unit computer consists of monitor,
CPU, voltage-stabilizer, and UPS (left); the computer laboratory class room (right)
The Implementation Process
The implementation process is conducted with some challenges. One of the big challenges is thecomputer problem where there are only 11 fully functional computers. There are 5 participants thatmust share computers with their friends in order to follow the e-learning process continuously. In
spite of this condition, the implementation is successfully done within 3 days consecutively.
The e-learning process starts at 08.00 am. All the participants (16 trainees) are on time to conduct thee-learning process. The first 30 minutes was spent to distribute the instruction manual and give
explanation about the instruction manual and also give a short course on how to use internet
browsing to access e-learning LMS.
The learning process was conducted smoothly in spite of the previous explained condition aboutsharing computers. Again, the role of instructor was to explain technical difficulties to theparticipants and also arrange the computers for the participants because the previous problem ofcomputer malfunctions. Figure 13 shows the condition of the e-learning implementation where someparticipants must share the computer in order to follow the e-learning process.

40

Figure 13. Implementation of e-learning system at BLKI Samarinda

3.3 Result and Analysis
The result of the implementation of e-learning system in the Industrial Vocational Training Center inIndonesia consists of two major things. One is the result of tests (which consists of pre and post test)
and the other is questionnaire. Those evaluation tools fall under the category of 2nd and 1st level of
Kirkpatrick’s 4 levels of evaluation respectively (Winfrey, 1999). From these results we can see thereaction of the learners (1st level of evaluation) and the learning result of the learning process (2ndlevel). The reaction can be achieved by questionnaire form, where the form is divided into two types:
gauge questions where the learners choose which one that indicated the most satisfactory level, andopen essay questions where the learners can freely express their impression towards the e-learning
system. The learning result can be achieved by using pre test and post test. As mentioned before,
there is a specific criterion on pre and post test which the learners should achieve. In this e-learning
system the criteria for such thing is set up to 80%. It means that the learners should achieve 80% ormore to be considered pass the post test and competent for that specific competency unit. The
learning result will not only indicate that the learners are competent, but mostly will show whether
the e-learning system is effective enough to be used to deliver the learning material. The pre and post
test consists of two types of questions, multiple choices and essay. Therefore the role of instructor isalso to check the answer of the learners (and provide feedback individually if necessary), not merely
rely on the learning management system.

41

In the system, there are also quizzes between sections. However these quizzes will not be used as
evaluation tools, but rather than tools to ensure that the learners are mastered one section of thematerial (which consists of three sections) before continuing to the next section. Although there arealso passing mark for this quizzes, but again this is not a proper evaluation tool because the learners
can re-do the quizzes as much as they like until they pass the quizzes (although there is arandomization method to ensure that the learners are not just memorizing the correct answers again
and again), unlike the test (pre and post) where the involvement of instructor is inevitable (because
the essay test need to be checked and graded manually by the instructor), the instructor can manuallyobserve the result of the test and give limitation to the participants / learner (three times of test as
mentioned in the Competency Based Training Guidance on the previous CBT learning system inIndonesia).

3.3.1 The Test
The test consists of pre and post test. The result of the test can be seen on table 12 for B2PLKLN
Bekasi participants and on table 13 for BLKI Samarinda participants.
Table 12. The result of pre and post test of B2PLKLN Bekasi participants
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
AverageStandard Deviation

Pre Test
29%
15%
23%
47%
43%
27%
37%
39%
36%
31%
56%
43%
42%
35%
61%
39%
37.69%
11.60

Post Test
92%
88%
84%
87%
83%
87%
84%
91%
85%
83%
83%
87%
94%
95%
85%
94%
87.62%
4.25

Table 13. The result of pre and post test of BLKI Samarinda participants
No
1
2
3

Name
Student 1
Student 2
Student 3

Pre Test
49%
35%
15%

Post Test
85%
100%
93%

42

4
5
6
7
8
9
10
11
12
13
14
15
16

Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
AverageStandard Deviation

31%
44%
34%
64%
53%
30%
27%
38%
47%
52%
26%
25%
48%
38.62%
12.98

92%
91%
92%
93%
90%
99%
96%
89%
96%
92%
93%
92%
97%
93.12%
3.79

As we can see from the table 12 and 13 there are average points of pre test in B2PLKLN Bekasi of
37.69% (with standard deviation 11.60) and in BLKI Samarinda of 38.62% (with standard deviation
12.98). It shows that in the average the participants have the knowledge of the competency unit ofsafety course less than 40%. It indicates that all the participants are feasible (Suzuki, 2008) to use thelearning material (all individual participants have less than 80%).
After using the learning management system, the average result of post test (with three times
maximum tryout of the test) of BLKI Samarinda was 93.12% (standard deviation 3.79) and 87.62%(standard deviation 4.25) for B2PLKLN Bekasi.
The dependent t-test (within subject repeated measures) result indicates that for B2PLKLN Bekasit(15) = 15.45, p < 0.01. For BLKI Samarinda t-test indicates t(15) = 15.19, p < 0.01 with df = 15
(The calculation for the dependent t-test can be seen on appendix C).
From these results can be drawn some conclusion such as:•

The system can be implemented well because the post test indicates that both in averageand in individual score the participants from both experimental sites have more than
80% (passing criteria of the post test to be declared competent).

•

There is improvement of knowledge from 37.69% to 87.62% for B2PLKLN Bekasi(increasing about 49.93% of knowledge in average) and improvement from 38.62% to93.12% for BLKI Samarinda (increasing about 54.5% of knowledge in average).

•

From t-test result it can be derived that the pre and post test has a significant differencewith probability less than 1% of no significant difference. Therefore the learning
process to improve the knowledge has a significant result in this research.

43

As for the record, the pre and post test consists of the same type and item of questions. This is aform of verbal information test where the participants reproduce the same information from thelearning material (in congruence with the initial learning objectives of cognitive domain). The
same type and item of questions of pre and post test means that the participants only need torecollect the information from the learning material or memorizing the information taught in thematerial and to reproduce it in a test (Suzuki, 2008).
There is different result from post test of both experimental sites. It appears that BLKI Samarinda
has higher score of average 93.12% compared to B2PLKLN Bekasi of average 87.62% (differenceof 5.5%). The highest individual score (100%) is also in BLKI Samarinda. The rationale for thisoccurrence is because in BLKI Samarinda, the experiment implementation is conducted three days
consecutively with full supervision of instructor, where the instructor can give direct feedback to thespecific participant after the unsuccessful post test (the post test can be taken up until three times).
While in B2PLKLN Bekasi where the experiment implementation is conducted only two days on
different weeks, and the learning process is unsupervised by the instructor (which means no direct
feedback to participant from the supervisor about the post test) and fully handed to the participantson their own ability to access internet. This leads to better achievement by the participants from
BLKI Samarinda. It indirectly indicates another important role of the instructor.

3.3.2 The Questionnaire
The questionnaire consists of 17 gauge type multiple choices and 3 essay type questions (the actual
result of the questionnaire can be seen on Appendix D in Indonesian language). The originalquestionnaire is using Indonesian language; table 14 is summary of the questionnaire in English
translation of the original questionnaire given in the system. The questionnaire summary is compiled
from both of the experimental sites which consist of 32 participants. For the essay questions, because
there are many similarities, the table will only show the common summary of the participants’impression.
Table 14. The Questionnaire Results
No
1
2

Question
What do you think about thecontent of the material?
Number of participants
How is the explanation about
the material?

Gauge Type
Very Bad

Bad

Standard

Good

Very Good

0
Very Unclear

0
Unclear

3
Standard

24
Clear

5
Very Clear

44

3

4

5
6

7

8

9

10

11

12

13

14

15
16

17

18

Number of participants
What do you think about thevisual appearance (font,colors, etc) of the material?
Number of participants
What do you think about the
pictures to help you on
understanding the material?
Number of participants
What do you think about thesize of each session?
Number of participants
What do you think about the
pre test of the material before
starting the learning process?
Number of participants
What do you think about thepost test of the material incorrelation with the learning
objectives?
Number of participants
How does the exercise andfeedback help you onlearning the material?
Number of participants
What do you think about theblock test between block 1, 2
and 3?
Number of participants
What do you think about the
instructions on how to use elearning in the system?
Number of participants
What do you think of theusage of video to help
learning the material?
Number of participants
What do you think of theusage of links in the learning
content? Is it helpful?
Number of participants
What do you think about thelearning instruction on thelearning material?
Number of participants
What do you think about thenavigation system in the elearning?
Number of participants
How does this material help
you to learn by yourself?
Number of participants
How does this material help
you to understand the safetymeasures in industry?
Number of participants
How does this material
motivate you to continue tofurther study safety measuresin industry?
Number of participants
Please write down your likeand dislike about this elearning system and learningmaterial0
Very
Unattractive

0
Unattractive

3Standard

26
Attractive

3
Very
Attractive

0
Very Unhelpful

0Unhelpful

9Standard

21
Helpful2
Very Helpful0
Very
Inappropriate
0Very Unhelpful

0
Inappropriate

7Standard

20
Appropriate

1
Unhelpful

8Standard

22
Helpful5
Very
Appropriate
1Very Helpful0
Very
Uncorrelated0
Uncorrelated

5Standard

20
Correlated

7
Very
Correlated0
Very Unhelpful

0Unhelpful

4Standard

19
Helpful9
Very Helpful

0
Very Unhelpful

1Unhelpful2Standard

24
Helpful5
Very Helpful

0
Very Unclear

0
Unclear

6
Standard

23
Clear

8
Very Clear

0
Very Unhelpful

0Unhelpful

5Standard

19
Helpful8
Very Helpful

0
Very Unhelpful

1Unhelpful

8Standard

20
Helpful3
Very Helpful

0
Very Unclear

1
Unclear

8
Standard

20
Clear

3
Very Clear

0
Very Bad0
Bad9Standard

22
Good

1
Very Good

0
Very Unhelpful

0Unhelpful

7Standard

24
Helpful1
Very Helpful

0
Very Unhelpful

0Unhelpful2Standard

28
Helpful2
Very Helpful

0
Very Unhelpful

0Unhelpful

1Standard

28
Helpful3
Very Helpful

0
0
3
25
4
Like:
- the material is delivered in interesting way- give knowledge about safety measures- this e-learning is very useful and helpful to understand the learning material45- new way to study- the learning material is complete- the e-learning system is helping to expand the knowledge- I can study by myself- Easy to use and effective- Use computer and internet- Learning material content- Can expand my knowledge with online network- Studying without using books- Can be opened anywhere- I can study anytime
Dislike:- cannot play video- only specific time to be able to study using e-learning system- it’s hard to have internet access- it’s hard if something is difficult to understand, nobody to ask- too much questions- too much learning material and time consuming- takes time to open a webpage (loading time)- don’t like the interactive windows, sometimes unable to be used
- it’s hard to read on monitor screen- don’t like the visual appearance- too noisy- difficult to use- slow internet

19

Please write down yoursuggestion about the elearning system and learningmaterial.

- develop the learning material especially for violation of safety measures- some revision about filing method, whether using safety gloves or not- if possible all the other learning material are delivered through e-learning system- add some background to become more attractive- compile all the material so it will not complicated- broaden and develop the e-learning system to all around Indonesia- develop the system- more clear on delivering learning material- increase the internet speed- add more learning material to become more complete- visual appearance should be improved- increase the computer number- explain the detail of the system- add more pictures, video and animation

20

What is your general
impression of the e-learning
system and learningmaterial?

- Very happy and excited of the new system- E-learning is very nice and helping us to understand about learning material- The system can motivate the learners- Very helpful- Modern and sophisticated- Enlightening and improve knowledge- Very happy and want to understand more about e-learning system- New system, the learning material is the same with the usual material- Very good, attractive and fun- Easy and practical- Nice and interesting, a new way to study- Out of ordinary, different from the previous system- Challenging

From table 14, the majority of the participants have a positive attitude toward the e-learning system.
This is indicated in most answers for the gauge choices are in favor for good, helpful, clear,attractive, correlated and appropriate (and addition of “very” as superlative form of approval). Thisgauge type is around 23-31 of 32 participants. It means about 71.87% until 96.87% of the46

participants in favor for the system and all the features of the system. Generally it can be assumed
that most of the participants feel satisfied with the e-learning system.
The items that indicated disapprove of the participants are in:•size of each session (inappropriate)•

exercise and feedback help to learn the material (unhelpful)•usage of video helps to learn the material (unhelpful)•usage of links helps to learn the material (unhelpful)

These items indicated that the participants are unsatisfied by some of the features of the e-learning
system. Initial presumption this is related to the ability to access internet where most of the featuresneed fast internet connection and ability to load certain software such flash program and JavaScript
enabled computers.
In essay type questions (questions number 18 until 20) table 14 shows summary of comments of theparticipants. Because the questionnaire is designed to gather the impression of the participants, there
are some contradictive comments from one participant with another. For instance, some participants
like the e-learning system and learning material (question 18) because it is easy to use. However
other participants dislike the system because it is difficult to use. So it is quite difficult to achieve
objective comment from the questionnaire. However there are some interesting points to be taken
notes such as in suggestion for the system (question 19), most of the participants suggest
improvement in technical issues rather than learning content issues (improving the visualperformance; add more video, picture, and animation; increase internet speed; etc.) and in general
impression of the system (question 20), most of the participants like the system (fun, good, attractive,
challenging, modern, sophisticated, etc).

47

Chapter 4
Evaluation and Conclusion

4.1 Problems
There are several problems that occurred during the experimental implementation of e-learning
system in the Industrial Vocational Training Center in Indonesia. It is important to be able to identify
these problems in order to find solutions for future planning and development. The identification(and also finding solution) of these problems is part of the “see” or evaluation of the overall system
of Plan-Do-See (Suzuki, 2008) as shown on figure 14 where from those steps, the evaluation step
will become the base for the future improvement (planning).

Plan

See
Evaluation

DesignDo
Execution

Figure 14. The circle of “Plan-Do-See” (Suzuki, 2008)
Problems in the experimental implementation are not necessary indication of flaw. A principle of thesystem approach is that flawless plan cannot be developed at the first attempt (Suzuki, 2008). With
this identification of problems, future plan of implementing e-learning system in Industrial
Vocational Training Center will become more perfect time by time, not on a single attempt.
However the record for these problems is extremely important so that future instructional designers
can learn from the previous work of other instructional designers on the same matter.

On this particular experimental implementation of e-learning, the problems can be categorized as:
technical problems, instructional design problems, learning content problems.

48•Technical Problems

Technical problems are problems that related to technical difficulties regarding theoperational of the experiment implementation of e-learning. It is related to mostly
hardware and software problems of e-learning system.

•

Instructional Design Problems

Instructional design problems are problems that related to the instruction design of thelearning material. These problems are related to the method of delivery of the e-learningmaterial, including all the aspect of learning material design. This is the instructional
designer’s problem on how to develop a good instruction for the learning material.

•

Learning Content Problems

Learning content problems are problems that related to the content of the learning material
itself. It is related to the learning material that has been used in the e-learning system. It isbasically subject matter experts’ problems which related to the content of the material.

Technical Problems
Technical problems that took place during the experimental implementation both in B2PLKLN
Bekasi and BLKI Samarinda are:
1. Power failure
On experimental / research implementation in BLKI Samarinda, there was one occasion where
the electricity was off. The power failure happened for a few hours, so at that time the e-learning
process completely shut off. This is already suspected condition especially on remote areas such
Samarinda where the electricity supply is not stable yet.

2. No internet connection / Slow internet connection
Internet connection is essential for this e-learning system because the learning management
system is placed on a free internet server (www.freehostia.com). On both experimental
implementation sites, the problem of internet connection is happened. On B2PLKLN Bekasi,
there was one occasion that internet connection was totally shut down. On BLKI Samarinda,49

surprisingly, the internet was stable although the connection speed is quite slow therefore thelearning process was slow too.

3. Computer malfunction
Computer malfunction unfortunately happened on both sites. Not every computer on computerlaboratory is fully operational. Some of them were unable to be used properly. Many of thecomputer malfunction happened because of lack of maintenance from the institution itself. On
B2PLKLN Bekasi only 14 of 16 computers are on operational condition. On BLKI Samarinda
there are only 11 of 16 computers are on operational condition.

4. Software requirements
Software requirements are important so that the learning management system can be fully used
as intended to be used. The main problem of the software requirements are the ability to play
YouTube video (www.youtube.com) and the ability to open JavaScript program. Manycomputers on the experiment implementation didn’t have those kinds of abilities because thosecomputers didn’t have the necessary updates and additional programs such as flash player
program or Java Runtime Environment.

5. LAN set up
Local Area Network is a secondary or backup plan in case of internet failure. The idea is to use
the instructor laptop as a portable server and connect it with local area network so that theparticipants can access the e-learning system through the server from instructor’s laptop. Thisoccasion is actually happened once during implementation on B2PLKLN Bekasi. However there
was a problem of connecting the portable server through the LAN. The local area network on
B2PLKLN Bekasi is too complicated because it connected all the computers in many computerlaboratories on that institution. So it is impossible to easily connect the portable server to LAN.

Instructional Design Problem
Instructional design problem that took place during the experimental implementation both in
B2PLKLN Bekasi and BLKI Samarinda are:50

1. Manual instruction to access the LMS
Before using the learning management system, the participants were given a manual instruction(paper-based). However it turned out that another explanation is needed to the participants sothat they can understand the instruction manual completely. Especially for participants without
any previous computer knowledge (computer illiterate), this occurred a lot on BLKI Samarinda.

2. Instruction for home page, pre test, exercise and feedback, quizzes, and post test
The instruction for web pages of home page, pre and post test, exercise and feedback, andquizzes seems inadequate indicated by many participants who asked for more explanation on
how to continue using those pages.

3. Chunk of the session
Chunk is the length of each session. It means how many pages are in one session (this e-learning
system consists of three sections and 10 sessions in overall). It turned out that there are somesessions which have more pages compared with other sessions. It seems that some participants
complain that on some particular session, the learning material is too much.

4. Visual aid for the learning process
Visual aid consists of pictures and video. There are some important pictures and video which is
crucial on the learning process. However these pictures and video may not be appeared correctly(technical problems) which may interfere with the learning process. So this visual aid problem
can be also regarded as a problem for instructional design because it affects the way of thematerial is delivered to the participants.

Learning Content Problem
Learning Content Problem that took place during the experimental implementation both in
B2PLKLN Bekasi and BLKI Samarinda are:51

1. Visualization
Visualization is about the appearance of the learning material. Some participants feel that theappearance seems dull, lack of interesting pictures, videos, and animations which are theadvantage features of computer based learning process.

2. Text information
Most of the learning material is delivered through text information. However there is limitationof how long the participants can read text information on a computer screen. Another problem isthat some text information seems a slightly different from the explanation of the previous
instructor.

3. Links
Links provide additional information needed to enhance the knowledge of the participants.
However it seemed that the participants didn’t use any of the links that are provided in thelearning material.

4.2 Solution and Improvement
The problems which have been indicated on previous sub-chapter can only be meaningful if we cananalyze them and came up with a better solution to overcome the problems. So after the realsituation of the e-learning system implementation and face the problems, it is time to makejudgments from the actual result (Suzuki, 2008).

As already been classified, the problems can be separated into three categories of problems:
technical problems, instructional design problems, and learning content problems.

Technical Problems
1. Power failure
Solutions:52This is a very difficult problem to solve because it is concerned about the infrastructure of
the institution itself. For remote areas in Indonesia, power cut off is a common occasion whichcannot be controlled by the training provider. The most common solution of this problem is toprepare alternative electricity resource. BLKI Samarinda for instance, has a diesel powered generator
set. However to utilize this generator, it required a lot of money for the fuel. So it is a quite
expensive alternative.

2. No internet connection / Slow internet connection
Solutions:This problem is the most common problem of implementing e-learning system. Internet
connection is the backbone of the entire e-learning system. Without internet connection it is almost
impossible to develop learning management system.

Fortunately in Indonesia with multiple

telecommunication providers, internet connection establishment is affordable. However the problem
is still about the internet speed. The internet connection speed is very slow; therefore the e-learning
cannot be used smoothly like intended to be. This problem cannot be solved immediately because
the internet connection depends entirely to the telecommunication providers. Hopefully for futureyears, the internet connection speed can be improved so that the participants can get a cheap and fastinternet connection speed.
Other solution is to utilize the local area network and a local server so that the participants
can access the learning management system (LMS) in a higher speed. However this solution cannot
be used for remote participants because the participants must be on the same location with the local
server to be able to access local area network.

3. Computer malfunction
Solutions:
Computer malfunctions actually can be avoided if the maintenance of the computers isregularly done. However in many institutions in Indonesia, this problem always happened. For elearning system, computer is essential because it is the main equipment or tool for the learning
process. The computer should be always in top condition with regular maintenance either hardware
or software. This is the responsibility of the technician / IT specialist which should be available on53

every computer laboratory in training centers. So the role for technician / IT specialist is very
important for e-learning system based training program.

4. Software requirements
Solutions:
The software requirements problem actually can be easily solved as long as the technician or
IT specialist or even the instructors can spare their time to update the software of the computer.
Nowadays mostly software updates or plug-in are available free on the internet. Downloading andinstalling updates (or free software) may take some time, but it is necessary so that the learning
process can be done smoothly.

5. LAN set up
Solutions:
Local Area Network as an alternative in case of internet failure is a very good plan.
However to be used properly, again this LAN set up needs an IT specialist so that the connection canbe established smoothly. Using PHP server in instructor’s computer so that other computer canaccess it through LAN will increase the speed of learning process on a computer laboratory.
However for distance participants, this LAN method cannot be used except the instructor’s computer
is available and connected to the internet for 24 hours 7 days a week.

Instructional Design Problem
1. Manual instruction to access the LMS
Solutions:
Revision of the paper based instruction manual is needed. The explanation needs to be
added is the introduction of computer operation especially for the computer illiterate participants.
The instruction manual should not only consist of the e-learning system instruction manual, but also
how to use computer such as how to use the current operating system (Windows) and a brief
introduction of the internet too (for instance how to use search engine). Instruction manual is aneasy-to-use, brief explanation of the learning system, so the role of instructor as a “consumer service
officer” to answer all the participants’ questions is inevitable whether face to face (in a computer54

laboratory) or online support for distance participants. Another solution is to modify the e-learning
system so it becomes more user-friendly. Instead of providing extra manual to read, improving thesystem to become more user-friendly will have double effects. One side is the ability to provide
easy-to-use LMS (thus solving the instruction manual problem), and on the other side is the ability tomotivate the participants because the participants will feel comfortable and confident on using theuser-friendly LMS.

2. Instruction for home page, pre test, exercise and feedback, quizzes, and post test
Solutions:
Another revision of the instruction for learning pages such as home page, pre and post test,
exercise and feedback, and quizzes is needed. This revision should be done continuously in order toestablish the proper instruction for the participants. A link to directly contact the instructor online
can also be placed on those pages so that the participants can easily contact the instructor if they arehaving some difficulties on how to proceed with the learning process. Another solution is to put thecommon questions raised by the participants in a specific section called FAQ (Frequently Asked
Questions). This FAQ is one of the resources that the participants can look into if they have any
problem regarding the e-learning instruction. This method will also promote self learning (or self
problem solving) where the participants will try to find the answers for their problems by themselves
before contacting the instructor in charge.

3. Chunk of the session
Solutions:
Rearrangement of the chunk of the session is needed in order to ensure the balance of eachsession. The session which has too many learning pages can be divided into two separated sessions.
This will help the participants to learn each session easier and quicker.

4. Visual aid for the learning process
Solutions:
Another way to deliver the pictures and videos are needed. Instead of relying on freestreaming video server such as YouTube, it is necessary to provide the video (if it is very crucial) in55

other format which can be downloaded by the participants and can be played with common media
player. The size of the video is also considered because the internet connection is still slow. The
waiting time to download the video before the participants can proceed to the next learning material
will definitely de-motivate the participants. The video size should be small enough for theparticipants to download quickly but not too small so the quality is still adequate. Another solution isto provide media and other necessary support files (documents, diagram, video, pictures, animation,
audio recording, etc.) in a physical format such as CD or DVD discs and delivered to the participants
through postage so that the participants can obtain these files off line. This is very helpful for theparticipants who have a very limited internet connection (low bandwidth).

Learning Content Problem
1. Visualization
Solutions:Improving the learning content by adding pictures, videos, and animations which are related
to the learning material. However it also needs to be considered about the internet connection ability.
Too much pictures, videos, and animations on the other hand can lower the internet connection speed
and may distract the participants from the learning content and learning process itself. There is also anovelty effect that needs to be considered. Novelty effect is the tendency for performance to initially
improve when new technology is instituted, not because of any actual improvement in learning or
achievement, but in response to increased interest in the new technology (Novelty Effect, n.d.).
Therefore initially it seems motivate the learners by using visual aids, but actually it is a novelty
effect of using new technology (video, animation, and pictures).

2. Text information
Solutions:
Check and re-check the text information provided in the learning material. The usage ofreference is important so that the participants can check the information in the e-learning systemwith the reference material so that the validity of the learning content is secured. To avoid the fatigueof the participants from reading text information, other visual aids is needed to be implemented in
the learning content. The decision of font type, font color, font size, and background color of the56

pages is essential because it will reduce the weariness of the participants while reading the learning
content.

3. Links
Solutions:
The links in the learning material can be distinguished into two categories: as references foran explanation in the learning material and as learning resources. As references, the links will notconsidered as crucial parts in the learning process but only as a support for the learning material.
However if the links are considered as learning sources, it is important to include them as learning
process that the participants should have done. The links will have crucial parts in the learning
process therefore some assignments should be designed so that the participants must utilize the links
provided in the learning pages in order to obtain the information needed for further learning process.
If the information utilizing ability is one of the learning objectives, the links should be considered aslearning resources and the participants should be encouraged to use the links as the means to solve
the problem.

Learning content and instructional design problems actually can be solved during one-on-one
formative evaluation because the purpose of one-on-one formative evaluation is to check thesefollowing factors (Suzuki, 2008):•

What is wrong•

Where the material are difficult to understand•

Which explanation is insufficient in the material

Using one-on-one formative evaluation, the instructional designer can eliminate the early problemsof learning material which are indicated in previous explanation (subchapter 4.1) and can revise thelearning material and instructional design of the material prior to the small group formativeevaluation. However, because of the time limitation of the research as mentioned in subchapter 2.3,
the one-on-one formative evaluation can not be done in this particular research.
The problems that can actually be found and solved during the one-on-one formativeevaluation are:
1. Instructional Design problems :57

•Manual Instruction to access the LMS•

Chunk of the session•

Visual aid for the learning process

2. Learning Content problems :•Visualization•

Text information

•

Links

However, technical problems can only be found in the small group formative evaluation
where the physical environment of the evaluation process is similar with the real training process(the same computers and other infrastructures). Those problems are:•Power failure•

No / Slow internet connection•

Computer malfunction•

Software requirements•

LAN set up

4.3 Conclusion
From the result of the e-learning implementation in Industrial Vocational Training Centers inIndonesia (both in BLKI Samarinda and B2PLKLN Bekasi), it can be concluded as following
statements:

1. The result of the learning process is in satisfactory level where the participants can pass thepost test (with passing grade minimum of 80%; where BLKI Samarinda participants and
B2PLKLN Bekasi participants achieved 93.12% and 87.62% passing grade respectively)
indicated that this system is effective to be used in Industrial Vocational Training Center interms of being able to achieve the learning objectives (also indicated by significant
difference from t-test results: t(15) = 15.45 p < 0.01; t(15) = 15.19 p < 0.01 for B2PLKLN
Bekasi and BLKI Samarinda respectively).

58

2. The usage of learning management system showed that the participants can learn bythemselves through the internet. In other words the self-learning system indicated in theoriginal Competency-Based Training can be implemented using this learning management
system. In broader scale, theoretically it means that the participants can access the learning
system anywhere anytime which indicated the time efficiency of the learning process in the
training centers.

3. There is a positive attitude from the participants (trainees) towards the e-learning system(indicated by 71.87% until 96.87% of approval in questionnaire). There are many positive
feedbacks and impressions from the questionnaire that indicate approval of the new system
and a high expectation from this e-learning system.

4. There are some problems especially technical issues that need to be considered while
implementing the e-learning system. The problem mostly about the infrastructure of the elearning such as electricity and internet connection establishment particularly on remoteareas in Indonesia.

5. Revision of learning delivery (instructional design) and learning content should always be
conducted continuously in order to improve the learning process. Feedbacks fromparticipants are crucial in this process of improvement as the resource for future planning of
the e-learning system. The instructional design problems (manual instructions, LMS
instructions, chunk of the session, visual aid) and learning content problems (visualization,text information, links) that have been identified in the research are valuable input for future
improvement of the e-learning system.

6. Support by the institution is indicated from the endorsement of both training centers where
the research implementation is being held. The head of the training centers (or the officer incharge) appreciated this new method of training using internet and eager to see the outcomesof the research. Other instructors are also eager to know this e-learning system. Many
instructors asked a lot of questions regarding the e-learning system and how to implement it

59

for their own learning material / course. This indicated that the institution in general has apositive attitude toward the e-learning system and eager to see the full scale implementationof the e-learning in training centers.

From those statements it can be generally concluded that e-learning system is an effective method of
training and has a promising prospect to be implemented in the Industrial Vocational Training
Centers in Indonesia.

4.4 Future Planning of the e-Learning
Future planning involves the planning to overcome the problems that have been mentioned before
and also strengthening the instructor not only with IT skills as a part of requirements for e-learning
system, but also instructional system design in order to develop a proper and effective learning
method. On the national wide and institutional level, certain rules and supports from the governmentis desperately needed. Rules for implementing e-learning in training centers under Department of
Manpower and Transmigration Republic of Indonesia need to be established for legal guidance of
implementing the e-learning system as well as support for better infrastructure mostly for remoteareas concerning electricity and internet connection procurement. The research indicated that thetheoretical part of the training can be replaced by e-learning, while the instructors are still needed forpractical psychomotor training in workshop. It means that the Indonesian government should
establish a regulation to fully implement the theoretical part of training into e-learning while still
utilizing the skill of the instructors for practical skill training.

The following steps should be considered as the future planning in order to establish e-learning
system in Industrial Vocational Training Centers in Indonesia:
1. Legal regulation regarding implementation of e-learning is needed. Therefore the system
can be fully supported by the government as an official program of the training centers.
2. Improvement of infrastructure especially in remote areas where electricity and internet
connection are still very limited.

60

3. Computer procurement and maintenance should be one of the main obligations for training
centers around Indonesia.
4. Improvement of instructor’s skill and IT specialist in order to be able to establish a proper elearning system.
5. Standardization of the learning material using e-learning system so that all around Indonesia,
the result for competency-based training will be the same.
6. Implementing instructional design in developing learning material so that the learning
process will become more effective and efficient.
7. Promotion to the public regarding the new system so that not only the trainees but theindustrial sector will be familiarize with this new system and able to support the new
method to create a competent workers.

With these steps, the e-learning method will be easier to be implemented and will achieve a better
result in Industrial Vocational Training Centers in Indonesia.

61References

Abdurrahman, S.F. (n.d.). Sistem CBT, Solusi Untuk Meningkatkan Kualitas Tenaga Kerja.
Retrieved August 10, 2009 from http://www.kadin-indonesia.or.id

Allen, M. (2003). Michael Allen’s Guide to e-Learning. New Jersey: John Wiley & Sons, Inc.

Badan Nasional Sertifikasi Profesi (n.d.). Retrieved August 9, 2009 from http://www.bnsp.go.id

Balai Latihan Kerja Industri Samarinda (n.d.). Retrieved August 9, 2009 fromhttp://blki.samarinda.go.id

Bali Tourism Institute – Sekolah Tinggi Pariwisata Bali (n.d.). Standard Kerja Kompetensi Nasional
Indonesia. Retrieved August 10, 2009 from http://www.stpbali.ac.id

Department of Manpower and Transmigration Republic of Indonesia (n.d.). Applying Safety andWork health in the Working Environment. Jakarta: Author.

Fischler School of Education and Human Services (n.d.). Basic Statistics Web Site for Nova
Southeastern University Educational Leadership Students. Retrieved January 10, 2010 fromhttp://www.schoolofed.nova.edu/edl/secure/stats/

Gagne, R. M., Briggs, L.J., and Wager, W.W. (1992). Principles of Instructional Design. Belmont,
CA: Wadsworth/Thomson Learning.

Gronlund, N. E. (1985). Measurement and Evaluation in Teaching. New York: Macmillan
Publishing Company

Kios 3 in 1 Departemen Tenaga Kerja dan Transmigrasi (n.d.). Retrieved August 10, 2009 fromhttp://www.kios3in1.net

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National Capital Language Resource Centre (n.d.). Teacher vs. Learner-centered Instruction.
Retrieved September 4, 2009 from http://www.nclrc.org/essentials/goalsmethods/learncentpop.html

Novelty Effect (n.d.). Retrieved January 25, 2010 from http://en.wikipedia.org/wiki/Novelty_effectPsychomotor Learning (n.d.). Retrieved September 4, 2009 fromhttp://en.wikipedia.org/wiki/psychomotor_learning

Reigeluth, C. M. (1987). Instructional Theories in Action, Lessons Illustrating Selected Theories andModels. . New Jersey: Lawrence Erlbaum Associates, Publishers.

Rosenberg, M. J. (2001). E-Learning: Strategies for Delivering Knowledge in the Digital Age. New
Jersey: McGraw-Hill

Smith, P. L. and Ragan, T. J. (1999). Instructional Design second edition. New Jersey: John Wiley& Sons, Inc.

Suzuki, K. (2004). eLF textbook. Retrieved on October 2008 from Kumamoto University WebCT
Learning Management System.

Suzuki, K. (2004). eLearning Fundamental. Tokyo: E-Learning Consortium Japan.

Suzuki, K. (2008). Design Manual for Self-Learning Material. English Translation in PDF format.
Retrieved on September 2008 from Kumamoto University WebCT Learning Management System.

Winfrey, E.C. (1999). Kirkpatrick's Four Levels of Evaluation. In B. Hoffman (Ed.), Encyclopediaof Educational Technology. Retrieved September 24, 2009 fromhttp://coe.sdsu.edu/eet/Articles/k4levels/start.htm

63Appendix A

Screenshots of Learning Management System(Indonesian Language)

Log In Page

Home Page

64

Learning Page

Exercise and Feedback Page

65

Post Test Page

Questionnaire Page

66

Appendix B

Paper based Instruction Manual(in Indonesian language)

67

68

Appendix C

t-Test Calculation

In this research, the statistic analysis of t-test (paired dependent t-test with repeated measures) isused. The formula for dependent t-test is (Fischler School of Education and Human Services, n.d.):

Where:
t = t-test value
Σ D = sum of all the individuals’ pre-post test score differences.
Σ D2 = sum of all the individuals’ pre-post test score differences squared.
n = the number of the participants
For B2PLKLN Bekasi pre-post test data can be calculated:
Participant

PretestPosttest

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Σ (Sum)

29
15
23
47
43
27
37
39
36
31
56
43
42
35
61
39

92
88
84
87
83
87
84
91
85
83
83
87
94
95
85
94

D
(Differences)
63
73
61
40
40
60
47
52
49
52
27
44
52
60
24
55
799

D2
3969
5329
3721
1600
1600
3600
2209
2704
2401
2704
729
1936
2704
3600
576
3025
42407

From the data from the table, it can be calculated:t = 15.45

69

For BLKI Samarinda pre-post test data can be calculated:
Participant

PretestPosttest

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Σ (Sum)

49
35
15
31
44
34
64
53
30
27
38
47
52
26
25
48

85
100
93
92
91
92
93
90
99
96
89
96
92
93
92
97

D
(Differences)
36
65
78
61
47
58
29
37
69
69
51
49
40
67
67
49
872

D2
1296
4225
6084
3721
2209
3364
841
1369
4761
4761
2601
2401
1600
4489
4489
2401
50612

From the data from the table, it can be calculated:t = 15.19

From the t value gained on the previous calculations, it can be checked using t-table:t Score Table
Degree ofFreedom (df)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

Statistical
Significant 5%12.706
4.303
3.182
2.776
2.571
2.447
2.365
2.306
2.262
2.226
2.201
2.179
2.16
2.145
2.131
2.12
2.11
2.101

Statistical
Significant 1%
63.657
9.925
5.841
4.604
4.032
3.707
3.499
3.355
3.25
3.169
3.106
3.055
3.021
2.977
2.947
2.921
2.898
2.878

70

Degree of freedom can be obtained from (n-1) which n is the number of the participants. So in thisresearch case will be defined df = 15.

For B2PLKLN Bekasi, t = 15.45 which is larger than 2.947 (threshold of 1% statistical significant).
It means that the difference is significant with error probability less than 1% or p < 0.01

For BLKI Samarinda, t = 15.19 which is larger than 2.947 (threshold of 1% statistical significant). It
means that the difference is significant with error probability less than 1% or p < 0.01

71Appendix D

The Questionnaire Results(in Indonesian language)

72

73

74

75

76

77