AT PT ARTIFA SUKSES PERSADA
By
Bryan Louis Febianto 11707005
BACHELOR’S DEGREE in
INDUSTRIAL ENGINEERING
FACULTY OF ENGINEERING AND INFORMATION TECHNOLOGY
SWISS GERMAN UNIVERSITY The Prominence Tower
Jalan Jalur Sutera Barat No. 15, Alam SUtera Tangerang, Banten 15143 — Indonesia
July 2021
Revision after Thesis Defense on July 16, 2020
STATEMENT BY THE AUTHOR
I hereby declare that this submission is my own work and to the best of my knowledge, it contains no material previously published or written by another person, nor material which to a substantial extent has been accepted for the award of any other degree or diploma at any educational institution, except where due acknowledgement is made in the thesis.
Bryan Louis Febianto
Student
Bryan Louis Febianto
Dr. Tanika D. Sofianti, S.T., M.T.
Thesis Advisor
Dr. Eng. Aditya T. Pratama, S.Si., M.T.
Thesis Co-Advisor
Dr. Maulahikmah Galinium, S.Kom, M.Sc.
Dean of Faculty of Engineering & IT
Date
Date
Date
Date Approved by:
ABSTRACT
ADOPTING FLIPPED CLASS METHODOLOGY FOR LEARNING MANAGEMENT SYSTEM OF TRAINING PROGRAM AT
PT. ARTIFA SUKSES PERSADA By
Bryan Louis Febianto
Dr. Tanika D. Sofianti, S.T., M.T., Advisor Dr. Eng. Aditya T. Pratama, S.Si., M.T., Co-Advisor
SWISS GERMAN UNIVERSITY
The rise of the Covid-19 pandemic has forced many institutions to migrate to online platforms to conduct their activities, therefore, the use of online platforms are rising significantly in order to compensate the current trend. An ideal learning management system platform and proper e-learning contents are crucial for the success of the learning process. Thus, this research is intended to design and develop a learning management system platform and e-learning materials with the adaptation of flipped class methodology, which will be used as a training program at PT Artifa Sukses Persada (ASPERIO). The current problem is that the platform and the training content at PT Artifa Sukses Persada are still underdeveloped. Therefore, this research will act as an improvement to the current training program at the company. The objectives of this research will point toward the development of learning management system platform and e-learning contents regarding Python programming with the adaptation of flipped class methodology to the learning modules. The implementation of flipped class methodology was shown to improve the effectiveness of the learning process for this particular subject. According to the User Acceptance test, the total score of the improved platform and content are 75% and 68% respectively.
Keywords: Learning Management System, Knowledge Management, Python Programming, Flipped Class Methodology, E-Learning Content.
Bryan Louis Febianto
© Copyright 2021 by Bryan Louis Febianto
All rights reserved
DEDICATION
I dedicate this works to my family, amazing friends, lecturers, all high school and vocational students in Indonesia, and for the future of my wonderful country, Indonesia.
ACKNOWLEDGEMENTS
First and foremost, I would like to express my gratitude to the Lord for He has allowed me to complete this project. For without Him, the completion of this project would not be possible.
Second, I would like to thank the INFINITI GROUP, for allowing me to make this project a reality. I also would like to give my deepest gratitude to the ASPERIO team members who have guided me through my journey of this project from the beginning to completion.
I am also grateful to have a loving family that has helped to support me and encourage me to complete this project. I thank them deeply for their supports all the time.
And last but not least, I would like to express my gratitude to all my Industrial Engineering friends and families who have helped me through the completion of this project. I am beyond blessed to have acquired such wonderful classmates.
Bryan Louis Febianto
TABLE OF CONTENTS
STATEMENT BY THE AUTHOR ...2
ABSTRACT ...3
DEDICATION ...5
ACKNOWLEDGEMENTS ...6
TABLE OF CONTENTS ...7
LIST OF FIGURES ...12
LIST OF TABLES ...14
CHAPTER 1 — INTRODUCTION ...15
1.1. Background ...15
1.2. Research Problem ...16
1.3. Research Objectives ...16
1.4. Significance of Study ...16
1.5. Scope and Limitation ...17
1.6. Thesis Structure ...17
CHAPTER 2 — LITERATURE REVIEW ...19
2.1. Knowledge ...19
2.1.1. Tacit Knowledge ...19
2.1.2. Explicit Knowledge ...20
2.2. Knowledge Management ...20
2.3. E-Learning ...21
2.4. Python Programming ...22
2.5. ADDIE Model ...22
2.5.1. Analyze ...23 Page
2.5.3. Develop ...24
2.5.4. Implement ...25
2.5.5. Evaluate ...25
2.6. Learning Styles ...25
2.6.1. Visual Learning Style ...26
2.6.2. Auditory Learning Style ...26
2.6.3. Kinesthetic Learning Style ...26
2.6.4. Reading and Writing Learning Style ...27
2.7. Flipped Class Methodology ...27
2.8. Learning Management System ...28
CHAPTER 3 — RESEARCH METHODOLOGY ...29
3.1. Analysis Phase ...30
3.1.1. Problem Identification ...30
3.1.2. Objective & Scope Definition ...30
3.1.3. Literature Review ...31
3.1.4. Data Collection ...31
3.2. Design Phase ...31
3.2.1. Analysis of Collected Data ...31
3.2.2. Design of Learning Management System ...32
3.2.3. Design of E-Learning Curriculum ...32
3.3. Development Phase ...32
3.3.1. Development of Learning Management System ...33
3.3.2. Development of E-Learning Curriculum ...33
3.3.3. Module Development ...33
3.4. Implementation Phase ...33
3.4.1. Deployment of Learning Management System ...34
3.4.2. E-Learning Module Deployment ...34
3.4.3. User Acceptance Test ...34
Bryan Louis Febianto
3.4.4. Adjustments ...34
3.5. Evaluation Phase ...35
3.5.1. Result ...35
3.5.2. Conclusion & Recommendation ...35
CHAPTER 4 — LEARNING MANAGEMENT SYSTEM DESIGN AND DEVELOPMENT ...36
4.1. Data Collection ...36
4.2. Analysis of Collected Data ...37
4.2.1. Front-End User Interface Analysis ...37
4.2.2. Learning Management System Requirements ...37
4.3. Design of Learning Management System ...38
4.3.1. Selection of Learning Management System ...38
4.3.2. Theme Selection of The Learning Management System ...39
4.4. Development of Learning Management System ...39
4.4.1. Login Page View ...39
4.4.2. Dashboard View ...40
4.4.3. Site Home View ...42
4.4.4. Accessibility Settings ...43
4.4.5. Left Side Panel ...44
4.4.6. Right Side Panel ...45
CHAPTER 5 — E-LEARNING MODULE DESIGN AND DEVELOPMENT ...46
5.1. Data Collection ...46
5.2. Analysis of Collected Data ...47
5.2.1. Topic Analysis ...47
5.2.2. Platform Requirements ...48
5.3. Design of E-Learning Curriculum ...48
5.3.1. Design of Syllabus ...48
5.3.2. Design of Curriculum ...49
5.4. Content Development ...50
5.4.1. Flipped Class Adaptation ...50
5.4.2. Learning Sources ...51
5.4.3. Assessment Method ...53
5.4.4. Course Flow ...55
5.4.5. Restriction System ...58
5.5. E-Learning Deployment ...60
5.6. User Acceptance Test (UAT) ...60
5.6.1. Environment of The User Acceptance Test ...60
5.6.2. Purpose of The User Acceptance Test ...60
5.6.3. UAT Questionnaire ...61
5.6.4. Demography Result of The User Acceptance Test ...63
5.7. Analysis of User Acceptance Test Data: LMS Interface ...65
5.7.1. Design of Platform ...65
5.7.2. Attractiveness of Platform ...66
5.7.3. Ease of Navigation ...67
5.7.4. Overall Experience With The Platform ...68
5.7.5. Summary of LMS Interface Test Result ...69
5.8. Analysis of User Acceptance Test Data: E-Learning Materials ...70
5.8.1. Explanation ...70
5.8.2. Informativeness ...71
5.8.3. Understandable Materials ...72
5.8.4. Overall Experience of The Course ...73
5.8.5. Flow of The Course ...74
5.8.6. Effectiveness of The Course ...75
5.8.7. Knowledge Improvement ...76
5.8.8. Summary of E-Learning Materials Test Result ...77
5.9. User Acceptance Test Result Analysis ...78
Bryan Louis Febianto
5.10. Statistical Approach ...79
5.10.1. Hypothesis Testing ...79
5.10.2. Descriptive Statistics ...80
CHAPTER 6 — CONCLUSION AND RECOMMENDATION ...82
6.1. Conclusion ...82
6.2. Recommendation ...83
REFERENCES ...84
APPENDIX A — Python Programming Course (Module 1.1) ...85
APPENDIX B — Python Programming Course (Module 1.2) ...89
APPENDIX C — Python Programming Course (Module 1.3) ...93
APPENDIX D — Python Programming Course (Module 1.4) ...96
APPENDIX E — Python Programming Course (Module 2.1) ...100
APPENDIX F — Python Programming Course (Module 2.2) ...103
APPENDIX G — Python Programming Course (Module 2.3) ...106
APPENDIX H — Python Programming Course (Module 3.1) ...109
APPENDIX I — Python Programming Course (Module 3.2) ...112
APPENDIX J — Python Programming Course (Module 3.3) ...116
APPENDIX K — Python Programming Course (Module 3.4) ...121
APPENDIX L — Python Programming Course (Module 3.5) ...124
APPENDIX M — User Acceptance Test Questionnaire (Demography Section) 129 ... APPENDIX N — User Acceptance Test Questionnaire (LMS Section) ...134
APPENDIX O — User Acceptance Test Questionnaire (E-Learning Section) ...137
APPENDIX P — Course View from The Moodle Platform ...141
APPENDIX Q — Links to Video Sessions ...145
Curriculum Vitae ...147
LIST OF FIGURES
Figure 2.1. — Cycle of Flipped Class Methodology ...27
Figure 3.1. — Flowchart of The Research Methodology ...29
Figure 3.2. — Analysis Phase of The ADDIE Model ...30
Figure 3.3. — Design Phase of The ADDIE Model ...31
Figure 3.4. — Development Phase of The ADDIE Model ...32
Figure 3.5. — Implementation Phase of The ADDIE Model ...33
Figure 3.6. — Evaluation Phase of The ADDIE Model ...35
Figure 4.1. — The Front Page of The Moodle Platform ...39
Figure 4.2. — The View of The Dashboard Page ...41
Figure 4.3. — The View of The Site Home Page ...42
Figure 4.4. — The View of The Dyslexia Font Option ...43
Figure 4.5. — Left Side Panel View ...44
Figure 4.6. — Right Side Panel View ...45
Figure 5.1. — An Example of The Learning Modules ...51
Figure 5.2. — An Example Interface of a Discussion Forum ...53
Figure 5.3. — Flowchart of The E-Learning Course ...56
Figure 5.4. — The View of The Restriction System ...59
Figure 5.5. — Status of The Respondents ...63
Figure 5.6. — Year Intake of The Student Respondents ...63
Figure 5.7. — Department of The Respondents ...64
Figure 5.8. — Teaching Period of The Lecturer Respondents ...64
Figure 5.9.— Design of Platform ...65
Figure 5.10.— Attractiveness of Platform ...66
Figure 5.11.— Ease of Navigation ...67
Bryan Louis Febianto
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Figure 5.12.— Overall Experience With The Platform ...68
Figure 5.13.— Summary Chart of LMS Interface Result ...69
Figure 5.14.— E-Learning Result: Explanation ...70
Figure 5.15.— E-Learning Result: Informativeness ...71
Figure 5.16.— E-Learning Result: Understandable Materials ...72
Figure 5.17.— E-Learning Result: Overall Experience ...73
Figure 5.18.— E-Learning Result: Flow of The Course ...74
Figure 5.19.— E-Learning Result: Effectiveness ...75
Figure 5.20.— E-Learning Result: Knowledge Improvement ...76
Figure 5.21.— Summary Chart of E-Learning Materials Result ...78
Figure 5.22. — Normal Probability Distribution ...81
LIST OF TABLES
Table 4.1. — Comparison Table of the Learning Management System ...38
Table 5.1. — Syllabus of the Python Programming Course ...49
Table 5.2. — Course Flow of the Python Programming Topic ...50
Table 5.3.— Summary Table of LMS Interface Result ...69
Table 5.4.— Summary Table of E-Learning Materials Result ...77
Table 5.5. — Minimum Sample Size Based on Margin of Errors ...79
Table 5.6. — Minimum Sample Size Based on Confidence Interval ...80
Table 5.6. — Mean, Standard Deviation, and Margin of Errors ...81
Bryan Louis Febianto
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