Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
5,
N
o
.
1
,
M
a
rch
2
0
1
6
,
pp
.
60
~
68
I
S
SN
: 225
2-8
8
2
2
60
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Devel
o
p
m
ent of Web-Base
d Learning Application
for Generation Z
B
a
mb
an
g
H
a
r
i
adi
,
M.
J. De
w
i
yani
S
., Pa
n
t
j
a
w
a
ti
Sud
ar
mani
n
g
t
y
as
Institute of Busi
ness and Inform
at
i
c
s Stikom
Surabay
a
, Indon
esia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Nov 05, 2015
Rev
i
sed
Jan 24, 201
6
Accepted
Feb 23, 2016
This stud
y
aimed to develop a
web-base
d learn
i
ng applicati
on as a form of
learn
i
ng r
e
volution. Th
e form of
learn
i
ng r
e
volution includes th
e
provision o
f
unlim
ited t
e
a
c
hi
ng m
a
teria
l
s, re
a
l
tim
e
class organization,
and is
not limited
b
y
t
i
m
e
or plac
e. Th
e im
plem
e
n
tation of
this a
pplic
ation is in
the form
of
h
y
brid
learning
b
y
using
Google Apps
for Education (GAfE)
, called Brilian.
Steps being tak
e
n in the stud
y
are: (1) requ
ire
m
ents anal
y
s
is, (2) interfa
c
e
design, (3)
construction
performance,
and (4)
testing and implementatio
n
.
The subjects of
this stud
y
were
stude
nts of class 2014 and
cours
e
lectur
ers
for the studen
t
o
f
class 2014. After the
s
y
stem testing that was conducted
in
the second sem
e
ster of
2014, the co
llect
ed data suggest
that o
u
t of 1153
students who used this app
lication, 79%
of th
em were comfortable
in using
it. As
for th
e l
e
c
t
urers
,
th
e d
a
ta
was
obtained
fro
m
70 lectur
ers
,
8
2
% of them
stated th
at this a
pplic
ation he
lpe
d
their te
ach
ing process. From
the evalu
a
tio
n
results, it requ
ir
es universities to furt
her improv
e the n
e
twork in
frastructur
e,
and applications
must be
developed to b
e
more user fr
iendly, in
cludin
g
access to mobile learning
.
Keyword:
Gene
rat
i
o
n Z
Learni
ng
A
p
pl
i
cat
i
o
n
Web
Copyright ©
201
6 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
M
.
J. Dewiy
a
ni
S.,
Head of Cen
t
er fo
r
Edu
cational Dev
e
l
o
p
m
ent & In
stru
ctional Activ
ities,
In
stitu
te
o
f
Busin
e
ss and
Inform
at
ics Stik
o
m
Surab
a
ya,
Raya
K
e
dun
g Bar
u
k
9
8
,
Sur
a
b
a
ya, I
ndo
n
e
si
a.
Em
a
il: d
e
wiyan
i
@stiko
m
.ed
u
1.
INTRODUCTION
St
ude
nt
s st
udy
i
ng at
t
h
e
Inst
i
t
ut
e o
f
B
u
si
ne
ss an
d
In
f
o
rm
at
i
c
s St
i
kom
Su
rabay
a
a
r
e st
u
d
ent
s
i
n
t
h
e
In
fo
rm
ation Techn
o
lo
gy
fiel
d.
This is
reflect
ed in
their
c
h
a
r
acteristics, as a
stude
nt in the
era of
Ge
neration Z.
Characteristics
of Ge
neration Z are (1) Com
f
ortable
and
very de
pe
nde
nt on
technol
ogy, it is
because
G
e
n
e
ration
Z
g
r
ew
su
rro
unded
b
y
techn
o
l
o
g
y
, (2
) Mu
ltitask
in
g w
ith
a v
a
riety o
f
on
lin
e
p
r
od
u
c
ts and
sophisticated technology e
quipm
ents, and appreciate sim
p
licity and the
i
n
t
e
ract
i
v
e de
si
gn
, (
3
) Ha
ve a
hi
gh
e
r
social res
p
ons
ibility with the am
ount of i
n
form
ation
that
can be
acc
essed online, (4) Always
c
o
nnect
,
com
m
uni
cat
e thr
o
ug
h s
o
ci
al
net
w
or
ks, c
r
os
s co
unt
ry
a
n
d
cul
t
u
re t
h
at
i
ndi
rect
l
y
affec
t
t
h
ei
r t
h
o
u
ght
and
decision-m
aking
process [1]. To adap
t to
the ch
aracteristics o
f
Gen
e
ration
Z, learn
i
n
g
p
r
o
cesscan
no
t be d
o
n
e
co
nv
en
tio
n
a
lly
. Un
iv
ersity can
n
o
t
t
u
rn
a
b
lin
d eye to
t
h
e
need
s
o
f
Gen
e
ratio
n
Z
of a learn
i
ng
m
o
d
e
l th
at self-
adapt to their
characte
r
istic
s. Faculty-centered learni
ng, fa
ce-to-face
learning m
e
dia, as
signm
ent submission
by pa
pe
r, tas
k
com
p
letion done at
hom
e or
ca
m
pus, f
ace
-to-face m
eeting with lect
urers
are
nol
onge
rtheonly
ap
pro
p
riate learn
i
n
g
m
o
d
e
lfo
r
stu
d
e
n
t
s tod
a
y. Un
i
v
ersities
hav
e
to
start th
i
n
k
i
n
g
abou
t a
learn
i
ng
m
o
d
e
l
th
at
can al
i
g
n i
t
s
el
f wi
t
h
t
h
e
nee
d
s of t
o
d
a
y
'
s stude
nt
s, es
peci
al
l
y
st
udent
s i
n
t
h
e
In
f
o
rm
ati
on Tec
h
nol
og
y
fi
el
d,
who
always follo
w th
e rap
i
d
d
e
v
e
l
o
p
m
en
t of g
a
d
g
e
ts. Th
e learn
i
ng
m
o
d
e
l b
u
ilt certain
ly can
n
o
t
leav
e th
e
conve
n
tional
m
e
thod, i.e. fa
ce to
face,
be
c
a
use t
h
e
hum
an touc
h is still
necessa
ry.
Based
on
th
e an
alysis resu
lts
o
f
t
h
e prob
lems en
co
un
tered
in
th
e learn
i
ng p
r
o
cess
for st
u
d
e
n
t
s wit
h
th
e ch
aracteristics o
f
Gen
e
ratio
n
Z and
stud
en
ts m
a
j
o
ring
in Inform
atio
n
Tech
no
log
y
, th
e learn
i
ng
m
o
d
e
l th
at
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Developme
nt
of Web B
a
se
d
Lear
ning A
pp
lic
ation for
Ge
ne
ratio
n Z (BambangHari
adi)
61
is deem
ed to be the m
o
st appropri
ate is hybrid learning
.
Hybrid learning accord
ing to Lim
,
Morris a
nd
Kup
r
itz [2
]is a
n
e
w area in
the wo
rl
d
of learning, which com
b
ines e-lear
n
i
ng an
d co
nv
e
n
t
i
onal
l
ear
ni
n
g
i
n
a
classroom
,
in orde
r to
obtain
a pe
rfect
blend betwe
e
n f
ace
-to-face
learning
done
in
t
h
e c
l
assroom
by teachers
and
o
n
l
i
n
e l
ear
ni
n
g
ex
pe
ri
enc
e
do
ne
out
si
de t
h
e cl
assr
oom
as a com
p
le
m
e
nt. This is so that stude
nts are
m
o
re
m
o
t
i
v
a
ted
to im
p
r
o
v
e
th
eir cap
ab
ilities, bo
t
h
insid
e
and
ou
tsid
e th
e classro
o
m
.
Th
is is
si
m
ilar
t
o
Ha
ri
adi
’
s
[
3]
f
i
ndi
n
g
s w
h
i
c
h
st
at
ed t
h
at
t
h
e opt
i
m
u
m
l
e
arni
ng o
u
t
c
om
es can be ach
i
e
ved by
usi
n
g t
h
e
in
tern
et as a learn
i
n
g
m
e
d
i
a, in
co
llabo
ration
with
th
e
c
o
n
v
ent
i
o
nal
l
earn
i
ng i
n
t
h
e f
o
r
m
of bl
en
ded l
earni
ng
(hy
b
ri
d l
ear
ni
n
g
)
.
Dzi
u
ba
n,
Hart
m
a
n and
M
o
skal
[
4
]
e
m
pha
si
zed t
h
at
hy
b
r
i
d
l
ear
ni
n
g
sh
o
u
l
d
be
u
s
ed as a
learn
i
ng
m
o
d
e
l th
at co
m
b
in
es effectiv
en
ess an
d
ab
ility
to
so
cialize
in
th
e classroo
m
with
u
n
limited
tech
no
log
y
,
wh
ich
can
im
p
r
ov
e th
estud
e
n
t
s’ kn
owledg
e.
Hy
bri
d
Lea
r
ni
ng
re
qui
res a
n
ap
pl
i
cat
i
on
w
h
i
c
h ca
n
be a
l
earni
n
g
pl
at
fo
rm
for
bot
h l
e
ct
urer
s a
n
d
st
ude
nt
s. Ta
ki
ng i
n
t
o
acc
o
u
n
t
ho
w o
f
t
e
n
G
o
o
g
l
e
i
s
use
d
a
s
a searc
h
en
gi
ne as
wel
l
asm
a
ny
ot
he
r a
ppl
i
cat
i
ons
fav
o
re
d
by
t
h
e
y
o
u
nge
r ge
ne
r
a
t
i
on suc
h
as
G-m
a
i
l
,
Goo
g
l
e
Gr
ou
ps a
nd
s
o
f
o
rt
h, t
h
e
r
ef
o
r
e i
t
i
s
deem
ed
m
o
re
app
r
op
ri
at
e
f
o
r
ap
pl
i
cat
i
ons
t
o
be de
vel
o
ped
usi
n
g
a
p
ps fr
o
m
t
h
e
G
o
o
g
l
e
Ap
ps f
o
r Ed
uc
at
i
on (G
Af
E).
G
A
f
E
is a
f
e
atu
r
e
pr
ov
id
ed
b
y
Goo
g
l
e to
h
e
lp lear
n
i
ng
p
r
o
cess thr
ough
i
n
fo
r
m
atio
n
tech
no
log
y
,
especially collaboration bet
w
een stude
n
ts a
nd teac
hers
. T
h
e bene
fits of GAfE i
n
clude (1) stay connected
whe
r
e
v
er,
unit
i
ng stude
n
ts and lecturers
quickly with
out
space and time constraints, (2) ease
of m
a
nagi
ng
tasks, gra
d
es and c
o
urses
,
and (3) un
lim
i
t
ed
learn
i
ng
sou
r
ces, for bo
th
st
udents a
nd lecturers
.
Som
e
feature
s
of t
h
e GAfE include Gm
ail, Google
D
r
i
v
e,
Go
o
g
l
e
Ha
ng
o
u
t
,
G
o
ogl
e C
a
l
e
nda
r,
G
o
o
g
l
e
Gr
ou
ps
, an
d
G
o
o
g
l
e
Site.
M
a
ny
resea
r
c
h
es ha
ve
bee
n
d
one
a
b
o
u
t
l
ear
ni
n
g
by
usi
n
g t
h
e
GA
fE
feat
u
r
es,
suc
h
a
s
S
u
want
a
r
at
hi
p
an
d
Wich
ad
ee
[5
]u
sed
Goog
le Do
cs t
o
im
p
r
ov
e writin
g
sk
ills in
a foreig
n
lan
g
u
a
g
e
class for stud
en
ts.
The
stu
d
y
resu
lts sh
owed
that th
e writin
g
sk
ills
in
a class th
at u
s
ed
Goog
le Do
cs were
b
e
t
t
er
im
p
r
o
v
e
d
t
h
an
th
e
writing skills in a class t
h
at only us
e
d
a face
to face learni
ng.
Next
, Rail
ean [6]use
d
Google
Docs a
n
d
Google
Calen
d
a
r sep
a
rately to
i
m
p
r
ov
e th
em
etasyst
e
m
th
in
k
i
ng
ab
ility in
m
a
th
ematics th
ro
ugh co
llabo
ration
w
ith
peers
,
teachers
and pr
e-determ
ined groups.
2.
R
E
SEARC
H M
ETHOD
S
Thi
s
resea
r
ch
was a devel
o
p
m
ent
st
udy
t
h
at
was do
ne
gra
dually. In the early stages of this researc
h
a
web
-
based l
ear
ni
n
g
ap
pl
i
cat
i
on i
s
devel
ope
d.
Gene
ral
de
scr
i
pt
i
on o
f
t
h
e st
udy
de
si
g
n
i
s
gl
o
b
al
l
y
repres
ent
e
d
by
a
fi
sh
bo
ne
d
i
agram
i
n
Fi
g
u
r
e
1.
Fi
gu
re
1.
Fi
sh
b
one
Di
a
g
ram
L
E
A
R
NI
NG E
F
F
E
CT
I
V
E
AN
D
AT
T
R
AC
T
I
V
E
Ma
c
h
i
n
e
Me
t
h
o
d
(
Learn
i
ng
M
e
t
h
ods
)
C
ourse
M
a
t
e
ria
l
Resource
M
eas
urem
en
t
E
-
l
earni
ng
P
r
obl
em
B
a
s
e
Learni
ng
Cooperat
i
f
Learni
ng
Di
rec
t
I
n
st
ruct
i
o
n
D
i
scu
s
s
i
o
n
Cas
e
S
t
udi
e
s
Lec
t
u
re
S
t
udent
Fa
c
ili
tie
s
T
e
ach
i
ng s
t
yl
es
T
each
i
ng sk
i
l
l
s
T
h
e ab
i
l
i
ty
to use IT
P
a
tterns o
f
in
t
e
r
a
c
t
io
n
I
n
it
ia
l
ca
p
a
b
il
ity
Learn
i
ng
S
t
yl
e
Learn
i
ng
m
o
ti
vati
on
B
a
ckgrond o
f
E
d
ucati
o
n/C
u
l
t
ur
e
/
IT
base c
a
mpu
s
Di
g
ili
b
Wi
F
i
area
C
y
ber
Te
rm
i
n
a
l
T
h
e feasi
bi
l
i
t
y
of the co
ncept
T
h
e feasi
bi
l
i
t
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of the
i
n
structi
o
nal
Sm
a
ll c
l
a
s
s
testi
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g
Desgn
testi
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T
e
st
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T
he cont
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T
e
st
i
n
g
&
i
m
pl
em
entati
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Su
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user
Ex
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testi
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Pr
e
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t
A
nd post test
I
m
pl
em
entati
on o
f
Hyb
r
id
l
e
ar
ni
n
g
Obser
v
at
i
o
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o
f
Learn
i
ng
process
E
v
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Outcom
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Ac
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Int
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Supra
structure
Inf
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a
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x
ecuti
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e P
o
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IT
D
epa
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S
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P3
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Su
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a
m
questi
ons
Te
k
s
Lin
k
Vi
d
e
o
M
oodl
e
E
d
m
udo
Do
ce
b
o
De
si
g
n
R
e
qui
rem
ent
An
a
l
y
s
i
s
C
onstruct
GA
F
E
1
s
t
Ye
a
r
C
o
n
cep
t &
M
o
d
e
l
Of Hy
b
r
id
L
ear
n
i
n
g
I
n
str
u
ctio
n
a
l M
a
ter
i
al
2
n
d
ye
a
r
I
n
str
u
ctio
n
a
l M
a
ter
i
al
D
e
v
e
l
opm
e
n
t
Te
s
t
i
n
g
of H
y
br
i
d
L
e
a
r
n
i
n
g
3
r
d
ye
a
r
M
e
asu
r
in
g
effectiv
en
ess
A
n
d
attr
activ
en
ess
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
IJER
E
V
o
l
.
5,
No
. 1,
M
a
rc
h 20
1
6
:
6
0
– 68
62
Fig
u
re
1
sho
w
s th
at th
e
proble
m
to
b
e
so
lved
in th
is st
u
dy is a learn
i
n
g
m
o
d
e
l th
at is effectiv
e
and
en
g
a
g
i
ng
in
a
h
ybrid
learn
i
ng
m
o
d
e
l. To
reso
lv
e th
is pro
b
le
m
,
in
th
e first year o
f
th
is research
a requ
ire
m
en
ts
an
alysis and
a h
ybrid learnin
g
con
c
ep
t determin
ati
o
n
will b
e
carried
o
u
t
. Th
e
resu
lt of t
h
e fi
rst year
i
m
p
l
e
m
en
tatio
n
of th
is
research
is a web-b
a
sed
learn
i
ng
a
ppl
i
cat
i
o
n. I
n
t
h
e sec
o
n
d
y
ear
, t
h
e de
vel
opm
ent
o
f
teaching m
a
te
rials to be used in
the hy
brid learning m
odel will be
com
p
leted. In the third year, t
h
e
i
m
p
l
e
m
en
tatio
n
and
ev
alu
a
ti
o
n
of a learn
i
ng
pro
cess
w
ith th
e h
ybrid
learn
i
n
g
m
o
d
e
l will b
e
co
ndu
cted
.Th
e
d
e
tailed
m
easu
r
es of th
e research
activ
ities in
th
e firs
t year are : (1) Requ
irem
en
t An
alysis, (2
)
Design
,
(3)
C
onst
r
uct
i
o
n,
(
4
)
Test
i
n
g a
n
d
Im
pl
em
ent
a
ti
on, a
n
d
(5
)
Doc
u
m
e
nt
at
i
on.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
So
m
e
step
s th
at are tak
e
n
t
o
co
m
p
lete th
is app
licatio
n
are:
3.
1.
Requireme
nts
Analysis
At this sta
g
e
the re
searc
h
e
r
s
perform
the proces
s requ
irem
en
ts g
a
th
eri
n
g, elicitat
i
o
n
p
r
o
cess,
requirem
ents analysis, and creation
of
a requ
irem
en
ts
sp
ecificatio
n
.
Th
e resu
lts o
f
th
ereq
u
i
rem
e
n
t
san
a
lysis
are a fl
ow chart of the
process, e
licitatio
n
resu
lts an
d
a software requ
irem
ents doc
um
ent, as shown in
Fi
gu
re 2.
Fi
gu
re 2.T
h
e o
l
d
sy
st
em
In
or
der t
o
un
d
e
rst
a
n
d
t
h
e ad
v
a
nt
ages a
nd
di
sad
v
an
t
a
ges o
f
t
h
e ol
d sy
st
em
, i
n
terv
iews are h
e
ld
,
with
bot
h t
h
e
st
u
d
e
nt
s an
d l
ect
ure
r
s.T
h
e i
n
t
e
rvi
e
w as
ked
abo
u
t
t
h
e
ad
v
a
nt
ages
an
d
d
i
sadva
nt
ages
of t
h
i
s
ap
p
lication
.
Then
th
is in
terv
iew is
u
s
ed
as a reso
ur
ce t
o
a
n
alyze the probl
e
m
s
, difine
the
reas
on be
hind the
p
r
ob
lem
s
an
d
th
e altern
ate so
lu
tion
s
t
h
at are
o
f
fered
.
T
h
esesolution
ca
n be summ
ar
iz
ed
as fo
llowing
: It
is
necessa
ry to c
r
eate a
web ba
sed learning a
pplication that
has
feature t
h
at is integr
ated with
1) St
udy
Plan
Fo
rm
, 2) Class Sch
e
du
le and
3
)
Em
ail. In
th
is ap
p
lica
tio
n, its lecturer is also
expect
ed
to: 1) Upl
o
ad
the
m
a
t
e
ri
al
s, assi
gnm
ent
,
q
u
i
s
,
sy
l
a
bus a
n
d ot
her
refe
re
n
ces
about the
lecture,
2)
E
n
try the gra
d
e, Le
cture
r
Rep
o
r
t
, Stud
en
t A
ttend
an
ce, an
no
un
cem
ent for stude
n
t and
gives
feedb
ack
for eve
r
y assignm
ent. On the
ot
he
r ha
nd
, fo
r
m
t
h
i
s
appl
i
cati
on st
u
d
e
n
t
s
sh
oul
d be abl
e
t
o
1) u
p
l
o
a
d
t
h
e
assi
gnm
ent
and q
u
i
s
el
ect
ron
i
cal
l
y
,
2) R
ead
or d
o
w
nl
oad t
h
e cl
a
ss
m
a
t
e
ri
al
, references a
nd sy
l
l
a
bus,
3) Di
sc
uss wi
t
h
l
ect
u
r
er or t
h
e
ot
he
r st
ude
nt
in the class, a
n
d 4) Read t
h
e feedbac
k
for the lectu
r
er. Th
erefo
r
e, to
fu
lfil
l th
e requ
irem
en
t, techn
o
l
og
ies th
at
are use are
1)
GAfE, that is a
cloud a
p
plication t
o
inte
gr
ate
s
em
a
il, forum
,
ha
ngout, calendar, and
drive i
n
one
account, and
2) Cloud Sre
v
er from
thir party so that t
h
e
de
pend
e
n
c
y
to the
infra
structure a
n
d
hum
an
resources can b
e
m
i
n
i
m
a
iz
ed
with
a lower cost. Based
on
th
ese so
lu
tion
s
, thu
s
so
ftware sp
ecificatio
n
requirem
ent is creat
ed,
t
h
e
det
a
i
l
i
s
expl
ai
ne
d
bel
o
w.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Developme
nt
of Web B
a
se
d
Lear
ning A
pp
lic
ation for
Ge
ne
ratio
n Z (BambangHari
adi)
63
3.
1.
1.
Prod
uct Descr
i
ption
The a
pplication consists
of t
w
o
kinds, nam
e
ly 1)
Brilian a
pplication that
is accessed
by
the students;
and
2) Adm
i
nBrilian that is
accessed by the lecturers to
maintain the conte
n
t of
eac
h course. Both
of these
applications are placed i
n
a cloud se
rve
r
. T
h
us the
r
e are
t
w
o serve
r
s,
whic
h are a Cloud s
e
rve
r
and a
n
internal
serve
r
t
h
at
are c
o
m
m
uni
cat
i
ng and sy
nc
h
r
o
n
i
z
i
ng t
h
e dat
a
be
t
w
een t
h
e t
w
o serve
r
s. T
h
e C
l
ou
d ser
v
er c
o
n
t
ai
ns
th
e Brilian
a
pplicatio
n
and
datab
a
se,
wh
ereas th
e in
tern
al
serv
er con
t
ain
s
acad
e
m
i
cd
at
a su
ch
as st
ud
en
ts,
lectu
r
ers, St
u
dy Plan
Card,
sch
e
d
u
l
es, atten
d
a
n
ce, an
d grad
es. B
r
ilian
ap
p
lication
is
an
app
licatio
n th
at
d
i
sp
lays all the cou
r
se con
t
en
ts filled
ou
t b
y
th
e lect
urers, wh
ere stud
en
ts can
v
i
ew a lectu
r
er’s acti
v
ities
calenda
r, a
n
nouncem
ents, and gra
d
es as we
ll as assignm
e
n
t feed
b
a
ck
fro
m
th
e lectu
r
ers. In
th
is app
lication
st
ude
nt
s ca
n al
so
vi
ew a
n
d
d
o
w
n
l
o
a
d
c
o
urs
e
m
a
t
e
ri
al
s, Lesso
n Pl
an
, assi
gnm
ent
s
, an
d
r
e
fere
nces. M
o
r
e
ove
r
,
stu
d
e
n
t
s can
al
so
p
a
rticip
ate in
d
i
scu
ssion
s
on
th
e foru
m
s
created
b
y
lectu
r
ers.
Ad
m
i
n
B
rilian
is an
ap
p
licatio
n
whi
c
h al
l
o
ws l
ect
urer
s t
o
m
a
nage
t
h
e c
o
urs
e
co
nt
ent
s
,
ra
n
g
i
n
g f
r
o
m
upl
o
a
di
n
g
c
o
u
r
se
m
a
t
e
ri
al
s, Lesson
Pl
an
,
an
d
referen
c
es. Lectu
r
ers can
also
fill th
e lectu
r
e m
i
n
u
t
es, ch
eck
st
u
d
e
n
t
atten
d
a
n
ce, as
well as en
ter stu
d
e
n
t
gra
d
es.
Through t
h
isapplication, lect
ure
r
s
can inc
o
rp
orat
e google calendar a
n
d create
groups
as
discussi
on
fo
rum
s
. Fi
g
u
re
3 s
h
ow
s t
h
e
p
r
od
uct
’
s
sy
st
em
en
vi
r
onm
ent
.
Fi
gu
re
3.
Sy
st
em
Envi
ro
nm
ent
of
t
h
e
Pr
od
uc
t
3.
1.
2.
Prod
uct Func
tions
There
are
4
p
r
o
duct
f
unct
i
o
ns:
a.
Brilia
n Initiatio
n
In
BrilianIn
ititatio
n
,
th
ere are :(1
)
Descrip
tio
n
:
Prep
are a
g
r
ou
p
an
d
a
d
r
iv
e for ev
ery co
urse th
at i
s
t
a
ug
ht
, (
2
) Act
o
r :
L
ect
u
r
er
, (
3
) I
n
put
:
C
o
ur
se, (4
) Pr
ocess
:
(a) Lect
ure
r
l
ogi
nst
o
t
h
e
po
r
t
al
(St
i
kom
apps), (
b
)
Join the
group to creat
e a course groupandmanageits
pri
v
i
l
ege access, then save
and copy the group’s nam
e
,
(c) Go
to
th
e
Brilian
m
e
n
u
,
(d) Select a co
urse fro
m
th
e list p
r
o
v
i
d
e
d, (e) Select th
e settin
g
s
to
en
t
e
r th
e
g
r
ou
p’s
n
a
m
e
t
h
at was m
a
d
e
earlier,
(f) Ex
it fro
m
Brilian
,
(g) Ou
t
p
u
t:
Gro
u
p
,
fo
ld
er in
t
h
e
d
r
i
v
e.
b.
Content Manage
ment
In C
o
nt
ent
M
a
nagem
e
nt
, t
h
e
r
e are
:
(1)Desc
r
iption:
Add, update, a
n
dd
elete
c
ourse c
o
nten
t,
(2
)
Acto
r:
Lect
ure
r
,
(3
)I
np
ut
:
C
o
urse
,
Lesso
n
Pl
an,
co
urse
m
a
t
e
r
i
al
, refe
rence
,
assi
g
n
m
e
nt
, qui
z,
g
r
ad
e,
Lect
ure
r
Min
u
t
es, attend
an
ce, ann
ounce
m
en
t, (
4
)
Pro
cess: (
a
)
Select a co
u
r
se,
u
p
l
o
a
d
/
ed
it / d
e
lete Lesso
n
Plan
, co
u
r
se
material, refere
nce, assi
gnm
ent, andquiz, (b)EnterLect
ur
e
r
M
i
nut
esan
dst
u
dent
at
t
e
n
d
a
n
c
e
, (c)
Ent
e
r g
r
a
d
e,
(d
)
Wri
t
e
an
n
o
u
n
c
e
m
e
nt
or
di
scus
si
on t
opi
c;
(
5
)
Out
put
:
LES
S
ON
PLA
N
, c
o
urse m
a
t
e
ri
al
, refere
nce, assi
g
n
m
e
nt
,
quiz, gra
d
e, L
e
cturer Minute
s, attenda
nce, announcem
ent.
c.
Uploa
d
Answer to
Assignment /
Quiz
There
are:(1)Descri
p
tion:
Every
lectur
er up
lo
ad
sassign
m
e
n
t
/ q
u
i
z, there
f
orestudents ha
ve
t
o
upl
oadt
hean
sw
ert
o
t
h
at
assi
g
n
m
e
nt
/
qui
z,
(2
) Act
o
r:
St
u
d
ent
,
(
3
)
In
p
u
t
:
Ans
w
er t
o
a
ssi
gnm
ent
/
qu
i
z
, (4
)
Process: (a) St
udent loginsto
the portal, (b)
Select academ
i
c
m
e
nu –
Study Plan
Cardto
select a course, (c)
Click
Brilian
men
u
on
th
e
selected
cou
r
se, (d)
Up
l
o
ad th
e an
swert
o
th
e assign
m
e
n
t
/q
u
i
z throug
h
t
h
e
assi
gnm
ent
m
e
nu
,
(5
)
Out
put
:
A
n
swe
r
t
o
t
h
e
assi
gnm
ent
/
q
u
i
z.
d.
User Char
acteristics
There a
r
e t
w
o
t
y
pes of use
r
of
t
h
i
s
appl
i
cat
i
on, nam
e
l
y
Lecture
r
an
d St
u
d
e
n
t
.
Lect
ure
r
’
s
r
o
l
e
are:
(1
)
Do
prepa
r
ation be
fore lectures, (2)
Ca
rry out
lectures, (3)
E
v
aluatet
h
e
m
a
terials to measurethe s
u
ccess of
Brilian
BrilianAd
m
in
Student
Lecture
In
tern
al Se
rv
er
Sy
nchr
onize
acade
m
ic
data
Cloud Ser
v
er
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
IJER
E
V
o
l
.
5,
No
. 1,
M
a
rc
h 20
1
6
:
6
0
– 68
64
learn
i
ng
. Stud
en
t’s
ro
les are:
(1)
Activ
ely follo
w lectur
es,
(2
) W
o
rk
on
t
h
e evaluation from
the lecture
r
,
(3)
Perf
o
r
m
devel
opm
ent
an
d
de
epeni
n
g
b
y
e
xpl
ori
n
g
m
a
t
e
ri
al
s rel
a
t
e
d t
o
t
h
e
cou
r
se m
a
t
e
ri
als.
3.
1.
3.
Requireme
nts
Specific
a
tion
The re
quirement specification ca
n be
g
r
u
p
p
ed t
o
be
t
h
ree, f
u
nct
i
onal
re
q
u
i
r
em
ent
s
, dat
a
requ
irem
en
ts, an
d
non
fu
ng
si
o
n
a
l requ
irem
en
ts. In
Fun
c
tio
n
a
l req
u
i
rem
e
n
t
s, th
ere are
(1) Brilian
In
itiati
o
n
, (2)
C
ont
e
n
t
M
a
na
gem
e
nt
, (3
)
U
p
l
o
a
d
An
swe
r
t
o
A
ssi
g
n
m
e
nt
/
Q
ui
z.
I
n
dat
a
req
u
i
r
em
ent
s
, t
h
ere
are
(
1
)
St
ude
nt
Data include:Stude
nt ID nu
mber, Stude
nt na
m
e
and E
m
ail addre
ss. Th
e syste
m
has read access to this
data
.
(2) Lecturer
Data include:Le
c
turer
ID number, Nam
e
,
Us
er and Pas
s
word, Em
ail address. (3) C
o
urs
e
Data
include:C
ourse
code, C
o
urse
nam
e
, Course
credit points
.T
he system
has read acce
ss to
this data.
(4) Study
Pl
an Fo
rm
Dat
a
i
n
cl
ude:
C
ourse re
gi
st
rat
i
on
num
ber, C
o
u
r
se co
de, C
o
u
r
se cl
ass, A
t
t
e
ndanc
e, G
r
a
d
e.T
h
e
syste
m
has rea
d
a
n
d write access to t
h
is data
. (5) C
o
urse
Sc
hedule
Data include: Lect
ure
r
ID num
b
er, C
o
urse
code
, Course
class, Lecture
date, Lecture
start time
, Lecture end time, Attenda
nc
e status, and
Lecture
r
Minutes. T
h
e
syste
m
s have
read a
n
d write access to
this data. Non-Functi
onal Re
qui
rem
e
nts include:
M
a
xi
m
u
m
Downt
i
m
eFreque
ncy
i
n a m
ont
h i
s
2 t
i
m
es,
Access s
p
ee
d m
u
st
not
exce
ed 3 sec
o
n
d
s,
Use
r
authe
n
tication usesa
g
oogle
account, Acce
ss
to Brilian is li
mited to lecturer
sandst
ude
ntswho are
re
gistered i
n
t
h
e St
u
d
y
Pl
a
n
C
a
rd a
n
dt
he c
o
urse
sc
hed
u
l
e
.
3.
2.
Sys
t
em Design
At
t
h
i
s
st
a
g
e t
h
e re
searc
h
er
s
m
a
ke a sy
st
em
desi
g
n
c
o
nsi
s
t
i
ng
of
p
r
ocess
m
odel
i
ng,
dat
a
m
odel
i
ng,
and inte
rface
design. T
h
e re
sultof the syst
e
m
design stag
e is a syste
m
design
doc
um
ent that contai
ns Data
Flo
w
Diag
ram
(DFD), En
tity
Relatio
n
s
h
i
p
Diagram
(ERD),
an
d in
terface d
e
si
g
n
. Th
i
s
d
e
si
g
n
resu
lt
is th
en
fol
l
o
we
d by
c
onst
r
uct
i
o
n.
A
t
t
h
i
s
st
age t
h
e researc
h
e
r
s
det
e
rm
i
n
e t
h
e pr
o
g
ram
m
i
ng
l
a
ng
uage
, a
d
j
u
st
t
h
e
design accordi
ng to the
progra
mming language and perfo
rm the actual programming (c
odi
ng). T
h
e re
sults of
t
h
i
s
t
h
i
r
d st
age
area desi
g
n
c
u
st
om
i
zat
i
on docum
ent
and a
hy
bri
d
l
earni
n
g
p
o
rt
al
. O
n
ce
t
h
e const
r
uct
i
on i
s
d
o
n
e
, t
h
e n
e
x
t
step
is testin
g
an
d
im
p
l
e
m
en
tatio
n
.
At th
is stag
e th
e research
ers are to
test th
e ap
p
licatio
n
t
o
sev
e
ral lecturers wh
o
jo
in
ed
th
e "Brilian
"
tea
m
. Fu
rth
e
rmo
r
e, th
e app
licatio
n
testin
gresu
ltswo
u
l
d
f
i
n
d a few
di
scre
panci
e
s
or
er
ro
rs i
n
t
h
e a
ppl
i
cat
i
o
n
;
sub
s
eq
ue
ntly the
researc
h
ers a
r
e to re
vise these
errors
or
di
scre
panci
e
si
n t
h
e
ap
pl
i
cat
i
o
n
t
h
at
has
bee
n
pr
o
duce
d
.
3.
3.
Display
o
f
Product Result (Brilia
n
Po
rta
l
)
Th
e resu
lt o
f
t
h
is research
is a web
-
b
a
sed
h
ybrid
learn
i
ng
app
licatio
n
,
called
Brilian
.
So
m
e
o
f
th
e
Brilian
po
rtal
men
u
can
b
e
seen
in Figure
4
–
7
.
In
o
r
d
e
r
to
create learn
i
n
g
process that can
sup
port ed
u
cat
o
r
s
to
act as faclitato
rs an
d
em
p
o
wer st
u
d
e
n
t
s to learn
activ
ely in
classes and
v
i
rtu
a
l
world
,
Brilian
ap
p
licatio
n
is
b
u
ilt b
a
sed
on n
u
m
b
e
r of classes th
at can b
e
m
a
n
a
g
e
d
b
y
ed
ucato
r
s as d
e
p
i
cted
by th
e illu
strati
o
n
of
h
o
m
ep
ag
e B
r
ilian
on
Figu
re 4.
Fig
u
re
4
.
Brilian
Main Pag
e
On
ce a class is selected
, th
e d
i
sp
lay will b
e
ch
ang
e
d
as illu
strated
on
Fig
u
re 5
.
Figu
re
5
sh
ows each
men
u
o
n
Brilian
:
(i)
Co
urse
: Co
ur
se Men
u
con
t
ain
s
st
udy co
n
t
r
act, lect
u
r
e m
a
ter
i
als,
lear
n
i
ng
sou
r
ces th
at
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Developme
nt
of Web B
a
se
d
Lear
ning A
pp
lic
ation for
Ge
ne
ratio
n Z (BambangHari
adi)
65
su
ppo
r
t
learn
i
ng
pr
o
c
ess, (
ii)
Forum
: Fo
rum Men
u
facilitates o
n
lin
e
d
i
scu
ssion
an
d
is
d
e
sign
ed
sp
eci
fically
for in
teraction
b
e
tween
stud
en
ts and
th
ei
r peers,
as
well as b
e
tween
stud
en
ts and
ed
u
cat
o
r
s, (iii)
Assignment
:
Assi
g
n
m
e
nt
Menu
pr
o
v
i
d
es a
ssi
gnm
ent
del
e
gat
i
on a
nd
q
u
i
z
execut
i
o
n m
echani
s
m
,
pro
v
i
d
e
d
wi
t
h
t
h
e
som
e
m
o
re feat
ures:
subm
i
ssi
on of
assi
gnm
ent
or
qui
z sol
u
t
i
o
n
s
. B
e
si
des, l
ect
ure
r
s al
so ca
n pr
o
v
i
d
e fee
d
ba
ck o
n
st
ude
nt
s’ at
t
a
i
n
m
e
nt
s, (i
v
)
Announcement
:
Men
u
An
nou
nce
m
en
t d
i
sp
lay
s
no
tificatio
n
s
for stud
en
ts enro
lled
on eac
h m
odul
e, (v
)
Sc
ore L
i
st
: Score List Menu
prese
n
t
s
score list of
quizzes a
n
d as
signm
ents, done by
st
ude
nt
s, (vi
)
Lecturer Minutes
:
Lecturer Min
u
t
es
Menu
sto
r
es reali
zatio
n
no
tes of learn
i
n
g
activ
ities d
u
ring
each lecture se
ssion,
once
the session is
over,
(vii)
S
y
nch
r
on
ous L
e
arn
i
ng
:
Sy
nc
h
r
o
n
ous
Lea
r
ni
ng
M
e
nu
allows Lect
ure
r
s to pe
rform
teaching
in
long distance but on
sc
hedule.
Fig
u
re5
.
Brilian Fro
n
t
Pag
e
o
f
Each
C
o
urse
Fi
gu
re
6.
Lect
u
r
er M
i
nut
es a
n
d
At
t
e
nda
nce
M
a
nagem
e
nt
Fig
u
re 6
sho
w
s Lectu
r
er Min
u
t
es Men
u
that sto
r
es
realizatio
n
no
tes of learn
i
ng
activities d
u
r
ing
each lecture se
ssion, once the
session is
ove
r. In this m
e
nu
, suc
h
as filling lecture
r
m
i
n
u
tes of the lecture a
nd
prese
n
ce at e
v
ery m
e
e
ting of the lecture.
This m
e
nu l
i
n
k wi
t
h
p
r
ese
n
ce on
o
n
e
of
t
h
e m
e
nu sy
st
em
of
academ
ic information which
has
bee
n
devel
ope
d i
n
Stikom Sura
baya.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:2252
-88
22
IJER
E
V
o
l
.
5,
No
. 1,
M
a
rc
h 20
1
6
:
6
0
– 68
66
Fi
gu
re
7. Gra
d
e
s
M
a
na
gem
e
nt
Meanwhile, Fi
gure
7 s
h
ows
Gra
d
es Ma
na
ge
m
e
nt that
pres
ents sc
ore
list of quizzes a
n
d
assignm
ents,
do
ne
by
st
u
d
e
n
t
s
. St
ude
nt
s c
a
n i
m
m
e
di
at
ely
see t
h
e val
u
e of
l
earni
ng
out
c
o
m
e
s aft
e
r l
ect
urers
ent
e
r t
h
ei
r
val
u
e i
n
t
h
i
s
m
e
nu
. T
h
us, i
m
m
e
di
at
e feed
ba
ck ca
n
be
fe
lt b
y
stud
en
ts th
at are ex
p
ecte
d
to inc
r
ease st
udents'
m
o
t
i
v
a
tio
n
and en
co
urag
e th
em
to
ob
tain
t
h
e b
e
st
v
a
lu
e.
4.
DIS
C
USSI
ON
On t
h
is Brilian im
ple
m
entat
i
on, t
h
ere a
r
e
two
groups
of st
udy subject
s whic
h shoul
d recei
ve
at
t
e
nt
i
on,
nam
e
l
y
t
h
e st
udent
s and l
ect
u
r
er
s
gr
ou
ps
. The st
ude
nt
g
r
o
u
p
,
w
h
i
c
h i
s
t
h
e m
i
llenni
al
ge
ne
rat
i
on
or
th
e
g
e
n
e
ratio
n bo
rn
after the 80
, as
Nicho
l
s [7
], is
th
e
in
tern
et o
r
v
i
rtu
a
l worldg
eneratio
n.They
hav
e
no
sig
n
i
fican
t
trou
b
l
e i
n
app
l
yin
g
Brilian
[8
]. In
ad
d
itio
n
,
Brilian
app
licatio
n
is
bu
ilt for th
e ex
act
reaso
n
of
adjusting t
o
the nee
d
s
of students.
There
f
ore,
only stude
n
ts
of t
h
e m
o
st recent class
will receive
training,
wh
ile stud
en
ts o
f
t
h
e prev
i
o
u
s
classes
will i
mmed
i
ately
p
u
t
it in
to
p
r
actice in
th
e classroo
m
wit
h
th
ei
r
lecturers
[9].
In
th
e lecturers g
r
o
u
p
,
t
h
e ap
p
lication
o
f
Brilian
is n
o
t
as easy as i
n
th
e stud
en
ts g
r
o
u
p
.
The
l
ect
urers
’
ge
ne
rat
i
on i
s
l
a
rgel
y
di
ffere
nt
fr
o
m
t
h
e st
udent
s
’
gen
e
rat
i
o
n. L
ect
urer
s are n
o
t
necessari
l
y
fam
i
li
ar
wi
t
h
t
h
e e
x
i
s
t
i
ng a
p
pl
i
cat
i
ons
. R
eal
i
z
i
ng t
h
i
s
, som
e
t
r
eatm
e
nt
s are
gi
ve
n t
o
t
h
e l
ect
u
r
ers
,
nam
e
ly
(1)
pr
ovi
si
on
of trai
ning and
m
odule
on t
h
e
GAfE
feature
s
,
(2) provision of
trai
ning
and
m
odule
on B
r
ilian (3) provisi
on
of
a
m
ean
fo
r d
i
scu
ssion
fo
r those who
h
a
v
e
difficu
lty in
th
e fo
rm
o
f
clin
ics, with
th
e Brilian
tea
m
an
d
roo
m
s
com
p
lete with
facilities toaccessBrilian.
Through the
s
e clinics lecturers ca
n share
their e
xpe
riences, i
n
c
l
uding
th
e d
i
fficu
lties in
u
s
ing
Brilian
,
to
th
e team, an
d
(4) pr
o
v
i
sio
n
o
f
a tu
t
o
r fo
r each
lectu
r
er to
assist d
u
ri
n
g
the
learning proces
s.
Th
e im
p
l
e
m
en
t
a
tio
n
of learn
i
ng
with
Brilian
at th
e
first
m
e
e
tin
g
in
th
e classroo
m
,
lectu
r
ers in
trodu
ce
Brilian
ap
p
licatio
n
,
its pu
rpo
s
e,
b
e
n
e
fits an
d
adv
a
n
t
ag
es to
th
e learn
i
n
g
p
r
o
cess. Fu
rt
h
e
rm
o
r
e, lectu
r
ers
introduce each m
e
nu and followe
d by expos
u
re
of s
t
udy plan, so that students
g
ene
r
ally understand
thelearni
ngpurpos
e of the c
o
urses
that
they
follow.
This
gene
ral introduc
tion nee
d
s t
o
be
done so that each
stu
d
e
n
t
k
nows
th
e learn
i
ng
activ
ities to
b
e
perfo
r
m
e
d
in
the n
e
x
t
o
n
e
semester an
d can prep
are
well. The n
e
xt
meetin
g
is to
ad
ju
st to th
e
stud
y p
l
an
th
at
h
a
s b
e
en
p
r
ep
ared
, wh
eth
e
r
th
e learn
i
ng
will
be
do
n
e
on
lin
e o
r
face
to face
.
In
g
e
n
e
ral, t
h
e learn
i
ng
acti
v
ities with
Brilian
ar
e fu
n,
ch
allen
g
i
ng
and
pro
v
i
d
i
ng
a v
a
riety of
d
i
fferen
t
learn
i
n
g
m
o
d
e
ls,
for bo
th
stud
en
ts
an
d lect
u
r
ers
[1
0
]
. Howev
e
r, th
ere
are still so
m
e
sh
ortcomin
g
s
th
at requ
ire a rev
i
sion
of th
e ap
p
licatio
n
that h
a
s b
een
built. To
th
at en
d
,
th
e Brilian
tea
m
a
l
ways mak
e
s
eff
o
rt
s t
o
i
m
prove
i
t
.
For t
h
e i
m
pl
em
ent
a
t
i
on, i
n
t
h
e seco
nd
sem
e
st
er of 2
0
1
4
-
2
0
15 t
h
e
r
e were
65 l
e
ct
urer
s w
h
o
si
m
u
ltan
e
o
u
s
ly
started
a trial
in
u
s
i
n
g
B
r
ilian
app
licatio
n
on
th
eir lect
u
r
es. Th
is m
ean
s th
ere are at least 6
5
classes th
at
u
s
e th
eBrilian
ap
p
lication
.
At
th
e end of
t
h
e sem
e
ster, q
u
e
stio
nn
aires
were
d
i
stribu
ted
to
the
stu
d
e
n
t
s abou
t
learn
i
ng
with
th
e Brilian
a
pp
l
i
catio
n
.
Th
e
main
pu
rpo
s
e
o
f
th
is qu
estion
n
aire is to
d
e
termin
e
the level ofstudents’ accepta
n
ce of the Bril
ian application, nam
e
ly wh
ether the B
r
ilian application is
in line
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Developme
nt
of Web B
a
se
d
Lear
ning A
pp
lic
ation for
Ge
ne
ratio
n Z (BambangHari
adi)
67
with
th
e studen
t
s’ exp
ectatio
n. A to
tal o
f
1
1
5
3
st
u
d
e
n
t
s were g
i
v
e
n
a q
u
e
stionn
aire to
fill. From th
e
que
st
i
o
n
n
ai
res
t
h
at
ha
ve bee
n
co
llected, t
h
e followi
ngs
were
found:
1)
As m
a
ny
as 82% of t
h
e res
p
o
nde
nt
s st
at
ed t
h
at
t
h
ei
r
class is u
s
ing
th
e Bri
lian
a
p
p
lication. Th
is m
ean
s t
h
at
th
e Brilian
ap
plicatio
n
h
a
s b
e
en
u
s
ed
b
y
m
o
st o
f
th
e lectu
r
ers at th
e In
stit
u
t
e o
f
B
u
sin
e
ss an
d
Inform
at
ics
Surabaya
2)
As m
a
n
y
as
7
9
%
o
f
t
h
e
respo
n
d
e
n
t
s stated
th
ey are
co
m
f
o
r
tab
l
e
usin
g th
e B
r
ilian
a
pp
licatio
n, th
is
indicates that
the Briliana
pplicationis
well a
ccepted by
t
h
e
students, a
n
d
they can
use
it to support the
i
r
l
earni
n
g
[1
1]
.
3)
Howev
e
r, th
ere were still so
me stu
d
e
n
t
s wh
o
feel less
com
f
o
r
tab
l
e in
usin
g
Brilian
.
So
m
e
o
f
th
e reasons
gi
ve
n by
t
h
ese
st
ude
nt
sare:
a)
Lack
o
f
so
cializatio
n
o
n
Brilian
(fo
r
all classe
s), m
a
k
i
n
g
it
d
i
fficu
lt to
un
derstand
Brilian.
b)
D
i
fficu
lty in
j
o
in
in
g th
e
group, m
a
k
i
n
g
it
d
i
fficu
lt to
j
o
i
n
th
e relev
a
n
t
lecturer’s Brilian
class.
c)
Upl
o
ad assignments is not al
ways s
u
ccess
f
ul.
d)
There is
no
notificationthat the assignm
e
nt
has bee
n
acce
pted, s
o
that st
ude
nts are
ofte
n thoughtnot
su
b
m
ittin
g
th
e
assig
n
m
en
t.
e)
So
m
e
lectu
r
ers h
a
v
e
n
o
t
b
e
en
d
ilig
en
tinup
lo
ad
ing
m
a
terials o
n
t
o
Brilian, st
ill u
s
in
g flash
d
i
sk
s.
f)
Th
e
features are no
t co
m
p
ellin
g enou
gh
.
g)
The
network is ve
ry
slow, m
a
king it di
ffic
u
lt to accessB
rilian.
h)
Access t
o
Brilian
thro
ugh
smartph
o
n
e
h
a
s no
t
b
e
en
witho
u
t
flaws.
In add
itio
n to
d
i
stribu
tin
g
q
u
estio
nn
aires t
o
stu
d
e
n
t
s, th
e B
r
ilian
t
ea
m
d
e
velo
p
e
r
In
stitu
te of B
u
sin
e
ss
and
I
n
f
o
rm
at
icsSt
i
kom
Sura
bay
a
al
so as
k
e
d ed
ucat
i
o
n
expe
rt
s t
o
c
o
nd
uct
a v
a
l
i
d
at
i
on an
al
y
s
i
s
on t
h
e
bene
fi
t
s
, ap
pea
r
ance a
nd
f
unc
t
i
on o
f
t
h
e B
r
i
l
i
a
n ap
pl
i
cat
i
o
n
as a l
earni
n
g
pr
ot
ot
y
p
e
.
The
resul
t
s
o
b
t
a
i
n
ed are
as fo
llo
ws:
1
)
Assessm
en
t of Brilian
app
licatio
n
.
a)
A
s
s
e
s
s
m
e
n
t on th
e
ap
p
e
ar
an
ce
: a
v
er
age
sc
ore =
4.88 (scale of
1-5)
b)
Assessm
en
t on th
e
b
e
n
e
fits : av
er
a
g
e sc
ore =
4,8
(scale of
1-5)
c)
Assessm
en
t on Brilian
a
s a
Learn
i
n
g
Pro
t
o
t
y
p
e : av
erag
e sco
r
e =
4
,
8
(scale of
1
-
5
)
2)
G
e
ne
ral
co
m
m
e
nt
s.
In
ge
neral
,
t
h
e Hy
b
r
i
d
Lea
r
ni
ng
p
r
o
g
r
am
pac
k
age
Bril
ian
h
a
s m
e
t t
h
e learn
i
ng
syste
m
elig
ib
ili
ty
stan
d
a
rds. Th
ese elig
ib
ility
stan
d
a
rd
s in
cl
ud
e: (a)
Valid
atio
n
of th
e sub
s
tan
ce an
d
t
h
e con
s
tru
c
t, (b)
Practicality o
f
u
s
e, and
(c) Effectiv
en
ess seen
fro
m
th
e ch
an
ce to
ach
i
ev
e
th
e stud
y obj
ectiv
es con
d
u
c
t
e
d
by
t
h
e l
ect
ure
r
s an
d st
ude
nt
s.
3
)
Su
gg
estions.
a)
If
po
ssi
bl
e, a
d
d Vi
deo
R
eco
r
d
i
n
g (C
C
T
V)
fi
l
e
sof t
h
e l
ect
ures, so that students can re
-wat
ch them
/ also
useful
for thos
e who we
re
not present.
b)
Use
o
f
th
e correct term
is n
eed
ed,“Brillia
n
t
” or “Brilian
t
” i
n
stead of “Bril
i
an
”.
c)
Th
is software
n
eeds to
pro
v
i
d
e
a p
l
atfo
rm
fo
r th
e lect
u
r
ers an
d
st
u
d
e
n
t
s activ
itiesto
b
e
co
n
s
i
d
ered
for
p
o
s
itiv
e
reward
s in
th
ei
r careers (lecturers)an
d
acad
e
m
i
c a
c
tiv
ities (stu
d
e
n
t
s) so
th
at the u
s
e of th
i
s
so
ft
ware will be ab
le to m
o
tiv
ate lectu
r
ers and
st
u
d
e
n
t
s.
d)
Up
dat
i
n
g t
h
e
s
o
ft
ware
nee
d
s t
o
be
do
ne i
n
a
sust
ai
na
bl
e m
a
nne
r.
5.
CO
NCL
USI
O
N
Based
on
th
e d
i
scu
ssi
on
abov
e, it can
b
e
co
n
c
l
u
d
e
d
th
at th
e learn
i
ng
ap
p
lication
Brilian
h
a
s b
e
en
app
r
op
ri
at
ed t
o
use i
n
t
e
rm
s of s
u
bst
a
nc
e, co
nst
r
uct
,
and
pract
i
ce t
o
use
.
Pr
o
p
er
ness
of t
h
e l
e
arni
n
g
ap
p
lication
Bri
lian
h
a
s
fu
lfilled
v
a
lid
ity, th
at
is lo
g
i
cal
v
a
lidity th
rou
g
h
learn
i
n
g
exp
e
rt and
em
p
i
rical v
a
lid
ity
th
ro
ugh
u
s
er t
e
stin
g
related
t
o
user
frien
d
l
i
n
ess.
Ho
we
v
e
r, so
m
e
i
m
p
r
o
v
e
m
en
ts are still requ
ired
to
mak
e
it
p
e
rfect. In
term
s o
f
effectiven
ess th
e learnin
g
ap
p
li
cation Brillian
to
i
m
p
r
ov
e learn
i
ng o
u
t
co
m
e
sti
ll
n
eeds
m
o
re expe
rim
e
nt,
with a
n
implem
enta
tion of Brilian learni
ng. There
f
ore i
s
necessa
ry to
do m
o
re resea
r
ch to
measu
r
es th
e effectiv
en
ess
o
f
learn
i
ng
app
licatio
n
Br
ilian
b
y
m
easu
r
in
g
t
h
e d
i
fferen
ces
o
f
learn
i
ng
o
u
t
co
m
e
b
e
tween
k
onv
esio
n
a
l learn
i
n
g
syste
m
with
B
r
ilian
learn
i
ng
syste
m
.
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NC
ES
[1]
Grail R
e
sear
ch,
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in
tegr
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D.
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BIOGRAP
HI
ES OF
AUTH
ORS
Bambang Hariadi is a Vice Rector in Studen
t
Affair. His underg
raduate
degr
ee in
education
a
l
administration,
postgraduate an
d Ph.D, are cons
is
tently
pursued
in educational technolog
y
.
He
is also a researc
h
er and lec
t
urer
in Departm
e
nt
o
f
Inform
ation System
, Institute of
Business and
Informatics Stik
om Surabay
a
, In
donesia.
M
.
J
.
Dewi
yani
S
is
a Head of Center for Ed
u
c
ation
a
l Deve
lop
m
ent & Instructi
onal Activ
iti
es.
All of h
e
r d
e
grees, in
cluding
: un
dergraduate, pos
tgraduate and
P
h
.D, are
consistently
pursued
in educ
ation
of
m
a
them
ati
c
s
ar
ea.
S
h
e is
a
l
s
o
a res
e
arch
er a
nd lec
t
urer
in
Departm
e
nt of
Inform
ation S
y
s
t
em
, Institu
te of
Business a
nd Inf
o
rm
atics Stikom
Surabay
a
, Indon
esia.
Pantjawati Sudarmaningty
a
s is
a
Vice
Rector in Acad
emic Affair
. Her
undergr
a
d
u
ate degr
ee
in
Computer and Informatic Mana
gement and postgraduate degr
ee
in Information Techno
log
y
.
S
h
e is
als
o
a
res
earch
er and
le
ct
urer in Dep
a
rtm
e
nt of Inform
at
i
on S
y
s
t
em
, Ins
t
it
ute of Bus
i
n
e
s
s
and Informatics
Stikom
Surabaya, Indon
esia.
Evaluation Warning : The document was created with Spire.PDF for Python.