ABSTRACT
The World Health Organization (WHO) officially declared coronavirus (COVID-19) a pandemic on March 11, 2020. Educational institutions must change most face-to-face learning activities in class to online. This situation forces academic institutions to change the format of assessing student learning outcomes. Online exam surveillance applications utilizing cameras and other blocking browsers (proctors) are becoming popular. However, the appearance of the proctor model supervised exam system also raises controversy. The main discussion regarding this proctor system is the integrity of assessment and the capacity of students to adapt to this new method of supervision. The main question is whether students feel comfortable using the proctor system in exams and whether this system affects students' scores. To answer this question, we have analyzed the scores obtained from a trial of 152 scores of students learning Arabic at Hasanuddin University Makassar, Indonesia. The experiment involved three exam models: online format from home using the Sikola Learning Management System (Modality 1), online directly using the Proctor System in the Sikola Learning Management System (Modality 2), and a paper exam format in person under the supervision of a lecturer (Modality 3). The results show that students prefer Modality 1 (online at home with the Sikola LMS system). There is a statistical difference between the scores obtained by students from the three modalities analyzed. Student scores with modality 1 are higher than the other two modalities. On the other hand, there was no difference in scores between modalities 2 and 3. The online exam system (modality 2) can be applied to online exams in higher education institutions because it can reduce or even keep students from cheating.
ABSTRACT
The World Health Organization (WHO) officially declared coronavirus (COVID-19) a pandemic on March 11, 2020. Educational institutions must change most face-to-face learning activities in class to online. This situation forces academic institutions to change the format of assessing student learning outcomes. Online exam surveillance applications utilizing cameras and other blocking browsers (proctors) are becoming popular. However, the appearance of the proctor model supervised exam system also raises controversy. The main discussion regarding this proctor system is the integrity of assessment and the capacity of students to adapt to this new method of supervision. The main question is whether students feel comfortable using the proctor system in exams and whether this system affects students' scores. To answer this question, we have analyzed the scores obtained from a trial of 152 scores of students learning Arabic at Hasanuddin University Makassar, Indonesia. The experiment involved three exam models: online format from home using the Sikola Learning Management System (Modality 1), online directly using the Proctor System in the Sikola Learning Management System (Modality 2), and a paper exam format in person under the supervision of a lecturer (Modality 3). The results show that students prefer Modality 1 (online at home with the Sikola LMS system). There is a statistical difference between the scores obtained by students from the three modalities analyzed. Student scores with modality 1 are higher than the other two modalities. On the other hand, there was no difference in scores between modalities 2 and 3. The online exam system (modality 2) can be applied to online exams in higher education institutions because it can reduce or even keep students from cheating © 2023, International Journal of Advanced Computer Science and Applications.All Rights Reserved.
ABSTRACT
Web-based learning media is an educational services, allows the realization of edutainment with internet media. Compared to web-based learning, the problems of conventional learning can be viewed as limited interactivity of educators and students, the flexibility of providing time, place and teaching materials, and accessibility of learning material resources. This research aimed to determine the effect of learning by web-based second stage delivery care modules on improving the Associate's Degree(D-III)of Midwifery students. This research was a mixed methods research, combining R&D and Quantitative approaches, taking samples using total sampling, and held at STIKES Nani Hasanuddin in February-March 2021.The sample in this study was 60 associate's degree of midwifery students in the fourth semester, divided into 30 respondents as the control group and 30 respondents as the intervention group. Data were analyzed using the Independent T-Test. The learning model used the Askeb II delivery module learning combined with practice and demonstration for the intervention group, while the control group demonstrated using the available Askeb II learning guide. The modules were accessed and studied for three weeks. The length of the study was 4-5 times a week witha duration of 2 hours. The results showed that the average score of the student intervention group was 70, with 11 students passing (36.66%) and 19 students not passing (63.33%). In the post-test, the average score was 83, with 28 respondents were passing (93.33%) and two people were not (6.66%).Meanwhile, in the pre-test control group, the average score was 71, with 12 people passing (40%) and 18 people failed (60%). In the post-test, the average score was 76, with 21 people passing (70%) and 9 people failed (30%). Based on these results, it can be concluded that there were differences in student learning outcomes after using the Web-based Class II Normal Childbirth Care Learning Module so that the W-based Normal Childbirth Care Learning Module was better in increasing knowledge and skills of the second stage normal childbirth care.
ABSTRACT
As a midwife, it is essential to provide information on pregnant women's health problems, including exercise for pregnant women. Providing the information aims that pregnant women will continue to do light movements at home (sports) and the COVID-19 pandemic.This pandemic problem currently happening around the world results in limited outdoor activities for pregnant women. Therefore, we created an application,"Tanya Bidan," addressed to pregnant women. By downloading this Android application, they can see material or videos such as balanced nutrition material for pregnant women, exercise material for pregnant women, the material on breastfeeding techniques for postpartum mothers, and material on implant contraceptive methods on couples of childbearing age. Methods: This type of research was quasi-experimental (one group pre-test and post-test design). This study's sample was 72 pregnant women whose gestation age was 24-42 weeks in the Padongko Community Health Center's work area, conducted from June-February 2021. Pre-test and post-test using a questionnaire on pregnant women's exercise knowledge were used to collect the data. The Wilcoxon test was applied for data analyses.Result: Statistically, the pretest data gained a mean value of 1.01, with a minimum value of 1 and a maximum of 2. At the post-test, the mean value was 2.46, with a minimum of 2 and a maximum of 3. Based on the Wilcoxon test, the a-symp sigh (2 tailed) had a value of 0.000 <0.05.It showsan increase in exercise knowledge during the pre-test and post-test with the "Tanya Bidan" application.Conclusion:The usage of "Tanya Bidan" can effectively increase the knowledge of pregnant women's exercise in the COVID-19 era. © 2021 Turkish Physiotherapy Association. All rights reserved.