The application of computer aided learning to learn basic concepts of branching and looping on logic algorithm

The International Journal of Multimedia & Its Applications (IJMA) Vol.5, No.6, December 2013

THE APPLICATION OF COMPUTER AIDED
LEARNING TO LEARN BASIC CONCEPTS OF
BRANCHING AND LOOPING ON LOGIC
ALGORITHM
Endra Rahmawati, Sulis Janu Hartati
Major of Information System, STMIK STIKOM Surabaya, Indonesia

ABSTRACT
This paper reviews how to create an application based on Computer Aided Learning (CAL), which is the
use of computers to deliver instructional materials and involve students / learners are active. This CAL
application consists of 5 multimedia modules. Module 1 contains the basic concepts of data processing.
Module 2 discusses the concept of flowcharts. Module 3 contains the testing applications using a flowchart.
Module 4 contains the concept of nested selection. While the tutorial module 5 contains the concept of
arrays and study case practice . To support this, CAL application is made as attractive as possible, by
combining multimedia files, such as image files, sound files, and video files. With the CAL is equipped with
modules of algorithms, students are expected to take computer courses, especially in STMIK STIKOM
Surabaya can improve learning outcomes at the course logic algorithms.

KEYWORDS
Computer Aided Learning, Branching and Looping Concept, Logic Algorithm

1. INTRODUCTION
One of the courses in computer education is Algorithms and Programming. Currently, the
algorithm logic course is the main subject in a variety of educational programs. Majors in STMIK
STIKOM Surabaya who have the majority of computers, having trouble teaching the basic
concepts of programming. This is due to the low ability students at logic algorithm. Based on the
data obtained, only 60% of new students in STMIK STIKOM Surabaya who obtain a minimum
value of B for the course logic algorithms. As a result, more than 50% of them are not able to
make the application program. To overcome these problems, there should be a medium for
learning new subjects algorithm logic. The subjects selected for special handling because it is a
course that provides the basic ability to understand application programming [2].
Based on several previous studies, it was found that the algorithm logic courses include subjects
that are not easy for students [1][7][8]To overcome this, they are doing research on the creation
of software as a learning tool. Nevertheless, the study does not show how the learning algorithm
logic concepts correctly. The majority of existing work, immediately gave the theory, formulas,
DOI : 10.5121/ijma.2013.5602

15


and pictures flowchart that has become, not taught the steps by steps how making a flowchart,
and without testing whether flowchart that has been created can be run correctly or not.
A lot of phenomena that occur in the field of engineering as well as three-dimensional dynamic
movements that are difficult for conventional represented in print media, such as learning
geometry [3]. However it can be anticipated that the visualization has a better capacity.
Visualization is paramount to implement an educational institution that is distance learning and
blended learning. Development of visualization algorithms can be observed at the student
concerned, with the aim of changing the paradigm of learning, from teacher centered learning to
student centered learning [9]. In addition, learners find it easier and more attractive for learning
algorithms in the multimedia environment [11][12]. Therefore, multimedia is an element that can
increase motivation or interest in understanding the material presented by the teacher [5][6][10].
The Purpose built applications of Computer Aided Learning (CAL) is for learners or students can
be actively involved in the learning process. To support this, CAL application is made as
attractive as possible, by combining multimedia files, such as image files, sound files, and video
files, such as game activity for children[4]. The files are packaged as modules being used as
concept learning algorithms, such as form filling data, creating flowcharts, and learn from video
tutorials. With the CAL which equipped by modules such algorithms, it is expected that students
taking computer courses, especially in STMIK STIKOM Surabaya can improve learning
outcomes at the course logic algorithms.

2. COMPUTER AIDED LEARNING
Computer Aided Learning (CAL) is the application of computers as an integral part of the
learning system for learning and teaching process. CAL is basically a form of multimedia
technology (in this case a computer) to deliver lessons. Computer has a privilege, not shared by
other learning media . An application can be referred to as CAL application if it consists least two
of the three following characteristics :
a. Teaching / Tutorials
Delivery of materials in order to be learned by the user .
b. Problems for practice
Giving the exercises according to the material that is taught to the user to measure the
ability of the user to control of material that has been taught .
c. Simulation
Simulating the appearance of the material that is taught to the user . Usually the material
needed for the simulation , so the user can see the experiment without having to do it for
real. Experiments with subjects that require costly , dangerous , or take a long time for
simulation .

3. CONCEPT OF LOGIC ALGORITHM
The algorithm is a logic course which aims to provide the basis to develop programming skills.
Therefore, the subject matter is focused on making the process automation logic, which is
expressed in the form of a flowchart and pseudocode [2]. The second presentation of the
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algorithms using high-level languages, which the languages that can be understood by humans.
Some basic concepts (related to programming) The basic concepts will be learn by students in
course of 1 to 5 weeks include :
a) Understanding of the variables, data types, constants, operators, and relationship
mathematical logic.
b) To know a variety of process automation, including sequential, branching, looping, and a
combination of all three.
c) Presentation of the algorithm using a flowchart.
d) Learning the concept of nested branching, and
e) Learning concepts 1D and 2D arrays.
In this research, these concepts are divided into 5 modules, among others :
1) Module 1 : Concept of Data Processing, in which there are definitions of variables, data
types, constants, operators, and mathematical logic relationships (relationships). In addition,
the module 1 is introduced of the process of sequential, branching, and looping .
2) Module 2 : Concept of Create a Flowchart, in which there are step by step how to create a
flowchart, both in the process of sequential, branching, and looping .
3) Module 3 : Video Tutorials of Testing Flowchart use RAPTOR application. This application
can be downloaded free at http://raptor.martincarlisle.com. Goal of use additional RAPTOR
applications, so that the flowchart was created on module 2 can be tested directly using the
raptor , if it run correctly based on algorithm or not .
4) Module 4 : Concept of Nested Branching, in which there is some branching conditions
involving more than one condition. For example, to determine the predicate value, calculate
the discount of sale, calculate the interest in the bank that seen from some kind of balance
amount of the input conditions .
5) Module 5 : Concept of Arrays 1D and 2D, where students can differentiate which variable
array and ordinary variable. In addition , at the end of the module there is also a matter of
practice , for example by discount of selling goods where the goods codes is a variable array
.

4. DESIGN AND BUILT THE APPLICATION
4.1. Design and manufacture of CAL application
Design and manufacture of CAL application is divided into two stages, namely: (1) design and
built CAL applications to improve student learning outcomes in the course of logic algorithms,
(2) perform testing / trials testing and implementation of the CAL application. Can be seen in
Figure 1, the chart of distribution modules on the application of CAL for logic algorithm course.

17


Figure 1. The chart of distribution modules on the application CAL for logic algorithm course

Figure 2. Main Application Form designing CAL Logic Algorithm.
18


Figure 3. Design Form Sub-Module 1A - Student Data Processing

In Figure 3 can be seen that the user must input the amount of data in the form provided. Data
must be entered in sequence, so that the sub module 1A, users are introduced to the definition or
meaning of Sequential Processes. While the introduction of the branching process introduced in
sub module 1B and iteration process introduced in sub modules 1C. The design of module 2 is
divided into 3 sub modules as well, sub module 2A, sub module 2B, and sub module 2C. The
design of module 2 can be seen in Figure 4.

Figure 4. Design Form of sub module 2 – Concept of Create a Flowchart

Module 3 contains video tutorials using Raptor. Raptor is an application to test whether the
flowchart that was made to run well or not. Video tutorial was created using Camtasia Studio.
The tutorial video display can be seen in Figure 5.
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Figure 5. Design Form of Module 3 - Video Tutorial Testing the Flowchart Using RAPTOR Application.

Module 4 contains the concept of Nested Branching. When selecting Sub Module 4A, users are
required to fill textfield for NIM, Name, Subject, and Final Score. Nested Branching Concept is
used to determine the Final Value. The display module 4 can be seen in Figure 6. If the input of
final value is greater than 90, then it will be processed with printed the predicate is Very Good /
Excellent. The condition was made with the following rules:
var predicate = ””;
if (final.text >= 90) {
predicate = ”Very Good/Excellent”
else if (final.text >= 70) {
predicate =”Good”;
else if (final.text >= 50) {
predicate=”Enough”;
else
predicate=”Less”;

Figure 6. Design Form Module 4 – Concept of Nested Branching
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Module 5 contains 2 sub modules. Sub Module 5A contains form filling data using array 1D and
2D variable. From entry data process, students can press a button of Array 1D to display the
instructions which is a variable which is an array and ordinary variable. While the sub 5B module
contains exercises, both only use array 1D variable or use of array 2D variable. Examples of
exercises that only use array 1D is sales discount, where the item code is array 1D of variables
that can be chosen by the user. Discounts on the sale, still continue to use the concept of nested
branching on module 4. The design of module 5 can be seen in Figure 7.

Figure 7. Design of Module 5B. Exercise Using Concept Arrays 1D and 2D.

4.2 Research Activities with Modules and Analysis
Testing and Implementation phases, including testing multimedia software applications are made.
Testing and implementation is done by:
1. Testing conducted on 2 groups of students, where the first group is a small group (10 people)
and the second group is a large group (30 people). Both groups were taught using the same
application of CAL Logic Algorithm.
2. Examine the differences between the learning outcomes of students in small groups and
large groups.
Students who made the pilot object is student of STMIK STIKOM Surabaya who generation in
2013 (new students), and has never taken a logic algorithm course in the previous study. The
presentation in course of logic algorithms using CAL application is done in 5 meeting. At each
end of the meeting, will be given a written test to measure the success of the students to
understand the material in each module. The Test Results of all modules for Small classes (10
students) can be seen in Table 1. While the result of Test Module 1,2,3,4,5 for Large Classes (30
students) can be seen in Table 2. The fundamental difference in values is better for groups Large
Class (30 students).

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Table 1. The Test Results for Small Classes (10 students)
Value/Module

M1

M2

M3

M2

M3

80 – 100 (A)

7

6

6

6

5

75 – 79 (B+)

0

0

2

0

2

65 – 74 (B)

2

4

2

4

3

60 – 64 (C+)

1

0

0

0

0

55 – 59 (C)

0

0

0

0

0

40 – 54 (D)

0

0

0

0

0

0 – 39 (E)

0

0

0

0

0

SUM of
Student

10

10

10

10

10

Table 2. The Test Results for Large Classes (10 students)
Value/Module

M1

M2

M3

M4

M5

80 – 100 (A)

26

22

20

22

19

75 – 79 (B+)

2

6

7

6

6

65 – 74 (B)

2

2

3

2

5

60 – 64 (C+)

0

0

0

0

0

55 – 59 (C)

0

0

0

0

0

40 – 54 (D)

0

0

0

0

0

0 – 39 (E)

0

0

0

0

0

SUM of
Student

30

30

30

30

30

Based on the results of testing the application of CAL for Logic Algorithms course, either a small
class of test results (Table 1) as well as a large class of test results (Table 2), it can be seen that
most of the students are in the range of values 80-100 (A) . Although taught more than 5
meetings, but students were able to show the best results. It is aimed at achieving competence
Logic Algorithms courses. This suggests that the presence of CAL application modules, can assist
students in working on the problems of logic algorithms easily. So that students can obtain the
maximum results in the logic of the algorithm course.

3. CONCLUSION
The conclusion that can be drawn from this study are (1) After going through the stages of the
trial, the majority of students can understand the basic concepts of logic algorithms well. This is
evidenced by student learning outcomes that are in the range of 80-100. (2) Application of CAL
Logic Algorithm can be used as a tool or medium of instruction, both in the formal classroom, as
well as students at home. And the last conclusion is (3) Application of CAL Logic Algorithm can
help improve learning outcomes of students new to the field of computer programming. This is
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due to the interactive nature of the user application, so it requires students to be actively involved
in it.

4. FURTHER RESEARCH
Based on the results of this study, it can be given a few suggestions that can be used for further
research are delivery module is not enough just meeting held on module 5, because in real
conditions it took several meetings to gain additional student competence as expected. The test
results of modules that demonstrate the value of good, is likely to come from the individual
factors, such as patterns of thinking good logic, the logic of the algorithm to get the material
experience while pa high school / vocational school. For the last suggestion, initial test should be
performed as an information equalization ability to think every student.

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AUTHORS
Endra Rahmawati was born in Surabaya, Indonesia on October 12, 1987. She is
Magister of Computer in Information Technology of Institute of Applied Science and
Technology Surabaya, Indonesia, graduated in November 2012. In 2009, she graduated
from the University August 17, 1945 Surabaya, Indonesia, majoring in Informatics
Engineering. Endra is currently a lecturer of Information System at The Higher School
of Informatic Management & Computer Engineering (STMIK STIKOM Surabaya),
Indonesia since 2012.
Sulis Janu Hartati was born on January 22, 1964, in Kediri, Indonesia. In 2012, she has
completed her Doctorate in Mathematics Education at University of Surabaya,
Indonesia. She has completed her magister in informatics from Institute of Technology
Sepuluh November Surabaya, Indonesia in 1998. In 1987, she has got her bachelor
from University of Airlangga Surabaya, Indonesia and taking Mathematics as her
major. She has been working as a lecturer in Information System Department at
STMIK STIKOM Surabaya, Indonesia since 1988.

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The application of computer aided learning to learn basic concepts of branching and looping on logic algorithm

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