Daily Score Cards on Android Smartphones
Abstract
University students are heavy users of both the internet and android smartphones. This study suggests that android devices could also be used in education, as a tool to deliver learning or supervise learning. Currently, learning supervision is limited to escorting values that are uploaded daily. The purpose of developing a new android application is to optimize students’ academic achievement. The device focuses on recording the scores of quizzes, examinations, and assignments given by the piano lecturer and chair of the work group on the piano class. This study used a modified Research and Development method from Borg & Gall with 10 steps. The steps followed were: research and information collecting; planning; developing a preliminary form of product; preliminary field testing; main product revision; main field testing; operational product revision; operational field testing; final product revision; dissemination and implementation. The first scores were 65.25% from the IT validator, 70.50% from the media validator, and 75.25% from the material validator. The mean values in the small group trials were 70.50 and 78.25 in the large group trials. The final scores from validation were 92.50% form the IT validation, 77.25% from the media validator, and 84.75% from the material validator. There are three applications that must be developed based on the results of this research. These three applications are: main teacher applications; peer tutoring applications; and student applications. Each application must be connected and updated in real-time.
Keywords: android application, online supervision, learning supervision, academic scores, student strategies
References
[1] Yener, M. (2016). Expert Android® Studio, in Android Application With Android Studio, New Jersey: Prentice Hall.
[2] Suwiprabayanti Putra, I. G. A. (2019). Implementasi Resource Traffic Management System pada Sistem Operasi Android Dan iOS. Eksplora Inform, vol. 8, issue 2, pp. 85–94.
[3] Azis, R. (2004). Implementasi Pengembangan Kurikulum. vol. 7, issue 1, pp. 44–50.
[4] Mahedy, K. S. (2009). Peranan Teknologi Informasi Dalam Meningkatkan Kualitas Pendidikan. J. Pendidik. Teknol dan Kejuru, vol. 6, issue 2, pp. 55–70.
[5] Suprayekti, (2005). Aplikasi Teknologi Pendidikan Bagi Guru dan Dosen. Journal Perspektif Ilmu Pendidikan, vol. 2005, pp. 1–7.
[6] Susanti, R. (2013). Teknologi Pendidikan Dan Peranannya Dalam Transformasi Pendidikan. J. Teknol. Pendidik., vol. 2, issue 2, pp. 15–23.
[7] Ely, D. P. (1983). The definition of educational technology: An emerging stability. Educ. Considerations, vol. 10, issue 2, pp. 1–4.
[8] Gunadi, R. A. A. and Aswir, A. (2019). Feasibility Study Pengembangan Sumber Belajar Formal dan Non Formal. Pros. Seminar Nasional Pendidik. Kaluni, vol. 2, pp. 739–748.
[9] Miftah, M. (2013). Fungsi, Dan Peran Media Pembelajaran Sebagai Upaya Peningkatan Kemampuan Belajar Siswa. J. Kwangsan, vol. 1, issue 2, p. 95.
[10] Yuliarty, P., Permana, T., Pratama, A. and Indonesia, U. P. (2008). Bahan Ajar Media Pembelajaran. Jurnal Ilmiah Pasti, vol. VI Edisi 1. pp 1-13.
[11] Kusno, Y. S. Harianto, H. P. (2019). Sistem Monitoring Lulusan Perguruan Tinggi Dalam Memasuki Dunia Kerja Menggunakan Tracer Study. Sugiarti, 2013, Anal. Peranc. UML Gener. VB.6, vol. 3, pp. 16–20.
[12] Rabiah, S. (2015). Penggunaan Metode Research and Development dalam Penelitian Bahasa Indonesia di Pergurtuan Tinggi. Univ. Muslim Indones., vol. 1, pp. 1–7.