IT Capability Mapping on Biological Students in the Industrial

Revolution Era 4.0

Hasna Ahmad, Zulkifli Ahmad, and Suhariono Sudiono

Biology Education Study Program, Khairun University, Jl. Bandara Baabullah, Ternate-Indonesia

Keywords: Android, Anfisman, ICT literacy, Industrial Revolution.

Abstract: In this era of industrial revolution 4.0, the implementation of distance education or online learning in the

future will have a strategic role in equitable access to education in Indonesia. The application of android that

vary both in learning and in evaluation, provides a new atmosphere in learning. Students are always waiting

for new things presented by the Lecturers. Students can interact with several android applications used in

learning. The purpose of this study was to obtain preliminary information about the IT Literacy ability of

students of Biology Education Study Program, as well as their basic knowledge profiles of IT literacy

abilities. This study uses survey research methods with a quantitative approach. Data collection was carried

out through a survey on Biology Education Study Program students in the 6th semester for Human

Physiology Anatomy courses. Data analysis is calculated based on the number of checklist filled in by the

respondent, then percentage to determine the level of perception of each student. Each respondent scores is

summed up with other respondents and averaged so that the average score of the respondents’ overall

perception is obtained. The results show that 75% of students really like learning using an android

application. As many as 85% of students will apply the applications taught when they become teachers in

the future. Student learning outcomes are better, ie approximately 90% of students who graduate with

satisfactory grades. They hope that in every lesson, the instructor can present a new breakthrough by

displaying an android application so that learning is more enjoyable.

1 INTRODUCTION

In this industrial revolution 4.0 era, the

implementation of distance education or online

learning in the future will have a strategic role in

equitable access to education in Indonesia, so it is

expected that improving the quality of education is

needed in equitable education through the use of

information technology such as digital learning in

the era of the 4.0 Industrial Revolution.

There are ten challenges in the 21st century,

namely; speed (speed), comfort (convinience),

generation wave (choice of age), choice (choice),

variety of lifestyles (life style), price competition

(discounting), value added (value added), customer

service (customer service), technology as a mainstay

(techno age), and quality assurance (quality control)

(Balcaen & Hirtz, 2007; Hutchison & Reinking,

2011; Thammasaeng, Pupat, & Petchaboon, 2016).

From the trends of change and challenges in this

21st century revolution, the role of innovation is a

determinant of the competitiveness of a product on

the market. The consequence is that human

resources (HR) are needed which have data literacy

skills (big data), technology literacy (coding, and

understanding of Artificial Intelligence (AI) and

human literacy (humanities, communication and

design). able to overcome the gap between industries

that depend on innovation and the readiness of the

workforce, in addition to facing the rapid

development of science and technology, the concept

of lifelong learning is also important in order to keep

abreast of the latest developments in science and

technology. in fact globalization is a

multidimensional phenomenon and organizations,

products and services are better able to carry out

multifaceted processes in the fields of economy,

social, politics and to take advantage of new cultural

implications for higher education (Imran, 2010).

IT literacy is an important part in producing

superior human resources and the golden generation

of the Indonesian nation, as stated in the Ministry of

Education and Culture and Ministry of Research and

Technology's Strategic Plan, and 2025 Indonesia's

education vision. Teachers can assign assignments to

Ahmad, H., Ahmad, Z. and Sudiono, S.

IT Capability Mapping on Biological Students in the Industrial Revolution Era 4.0.

DOI: 10.5220/0008900702690273

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 269-273

ISBN: 978-989-758-439-8

269

students through academic information systems to

work at home. Students are free to do school

assignments at all times. Students can do it

anywhere. Schools that implement digital systems

are also an academic social networking system that

integrates 3 (three) things at once in a web-based

system namely academic information systems,

stakeholder education academic communication, and

e-learning.

Student centred learning can be mediated by

presenting interactive learning media, and student

learning outcomes can be measured by presenting

interactive forms of assessment. The application of

assessment by using an interactive Android

application can foster enthusiasm and high

motivation to learn and learning to be active and fun.

Regarding learning in students at school, FKIP

graduate teacher candidates should have the

knowledge and skills to interact with android

applications. For this reason, the lecturers in FKIP

have a role in transforming IT skills and literacy to

prospective teachers (students). The application of

andorid applications that vary both in learning and in

evaluation provides new nuances in learning.

Students are always waiting for new things

presented by the Lecturer. A good educator is

always missed by the students. This indirectly

provides new experiences in online learning, and

students can interact with several Android

applications used in learning. So that at the end of

the lecture, students are expected to get to know and

be directly involved in the use of applications that

are effective in learning. This gives a positive

contribution in supporting the profile competencies

of study program graduates who prioritize IT

independence and ability and are able to manage and

big data literacy, as contained in the learning

outcomes of graduates with level 6 Indonesian

National Qualifications Framework (KKNI) for S1

graduates.

2 METHOD

This study uses survey research methods with a

quantitative approach. Data collection was

conducted through a survey of Biology education

study program students in the 6th semester for the

Anatomy of Human Physiology. Samples that can

represent the population are taken using a multistage

random sampling technique. Determination of the

sample size of the population, determined by using

the formula from Slovin (Fatimah Saleh & Lim,

2010) as follow:

N= N/1+Ne

The ICT media which is the material in the

instrument for collecting data as part of IT Literacy

is limited to 4 topics, namely computers, internet,

cellular phones, and tablets. The selection of ICT

media is a familiar and popular media used by the

public, including students.

2.1 Techniques for Collecting Data and

Research Instruments

Applying various android applications in the form of

learning media includes; Prezy application,

Microsoft Powerpoint with countdown and

hyperlink, Camtasia and screencast-o-matic that are

integrated with Microsoft Powerpoint, Sparkoll

Videoscribe application, and Powtoon presentation

created.

Learning activities by downloading lecturer

teaching materials, and uploading independent

student assignments (in the form of papers or lab

reports) can be done online, so they are no longer

paperless (Hutchison & Reinking, 2011). The

indirect benefit obtained by students is the

introduction of the absence of paper in learning, so

the important meaning of the paperless activity is

that students feel an important part of one of the

actions to preserve trees in the forest.

Student learning outcomes assessment is

conducted online using the quiz feature in Moodle's

Learning Management System (LMS), interactive

evaluation using Mentimeter, i-spring quizmaker

integrated with Microsoft Powerpoint, wondershare

quizcreator integrated with LMS Moodle, speed and

accuracy of assessment using plickers applications

and zipgrade, applying form from Office0365

features and google drive.

Data analysis was calculated based on the

number of checklists filled out by the respondents,

then it was devised to determine the level of

perception of each student. Interviews were

conducted at respondents randomly to find out

information that supports questionnaire contents

(Fitriyadi, 2013).

The category of each indicator is transferred to

an absolute number as follows:

Table 1: Indicator Category.

No.

Category

Skor

Often (more than twice)

Rarely (more than once)

Ever (once time)

Never

Data processing and analysis is carried out

through several steps, namely data editing, coding,

tabulation, and data validation. Furthermore, the

analysis is carried out using descriptive statistical

techniques and associations for correlational data.

3 RESULT AND DISCUSS

The results showed that 75% of students were very

fond of learning using an android application. 85%

of students will apply the application taught when

they become teachers in the future. Student learning

outcomes are getting better, with approximately 90%

of students graduating with satisfactory grades. They

hope that in every learning, the teacher can bring a

new breakthrough by displaying an android

application so that learning is more fun.

The use of survey form applications that are

often used in learning is; google form (login with a

google account), microfot the office form

(https://forms.office.com/), zoho form

(https://forms.zoho.eu/ahmadzulkifli477/home#myf

orms), type form (https:

//zulkifliahmad.typeform.com/to/kSN5mn), monkey

survey (https://www.surveymonkey.com/mp/wufoo-

online-forms/) and many more online forms

available that can be used to attract students.

Online learning media displayed to students is

also in the form of online quizzes. Student quizzes

are made on Microsoft Sway Office365, then

embedded in the Telegram group application.

Example of using the online quiz at the following

address: https://bit.ly/2PlVXQv.

The use of online learning websites for Human

and Animal Physiology courses is also done at the

address;

https://biokieraha.gnomio.com/course/view.php?id=

19. This website is designed in such a way that

students can use the available features, including

downloading teaching materials, chatting between

participants, online quizzes, online examinations,

online assignments, and video conferencing that are

linked to the zoom or skype application. Video

conferencing has been done using the webex

application, but is constrained by paid facilities.

The initial

appearance of the

Powtoon

(https://www.powto

on.com/)

The initial

appearance of the

Videoscribe

(https://www.videos

cribe.co/en/)

The initial

appearance of the

Screencast-o-matic

(https://screencast-

o-matic.com/)

The initial

appearance of the

kinemaster

(https://www.kinem

aster.com/ )

Learning is done by using various learning

media applications that are available for free on the

internet. Students are introduced to the various

applications, the uses and benefits of the application,

and how to use them (tutorial). Previously the

instructor gave an example of learning media to

students, then at the end of learning, students were

asked to make learning media (project assignment)

with basic competencies in high school. The task of

the project is to use online media applications, and

students upload to YouTube

(https://www.youtube.com) so that it can be seen by

the public online:

Examples of links to assignments for students

using videoscribe, powtoon, kinemaster or

screencast-o-matic applications:

https://youtu.be/P5DKq

oHbino

(using videoscribe

application)

IT Capability Mapping on Biological Students in the Industrial Revolution Era 4.0

271

https://youtu.be/DkZOr

Yg5pdU

(using Powtoon

application)

https://youtu.be/MwMv

w6KSLFg

(using kinemaster

application)

Students' responses and perceptions are obtained

online using the online form (typeform), as follows:

100% of students are

interested in IT-based

learning

As many as 51.7% of

students consider that

learning with IT applied

is good (by giving

responses to stars 4 and

5). As many as 17.2%

felt it was enough, and as

many as 31% of students

felt that the learning

provided still lacked

As many as 58.6% of

students consider that

Anfisman's learning has

been based on IT that has

been applied well (by

giving responses to 4 and

5 stars). As many as

17.2% felt it was enough,

and as many as 24.1% of

students felt that

Anfisman learning still

lacked

As many as 65.5% of

students have a strong

desire and 34.5% have

the desire to implement

IT-based learning if they

become teachers later.

A total of 76.7% and

23.3% of students stated

that they were inspired

by IT-based learning that

had been applied

Students are happy with

Anfisman learning that

has been based on IT,

which is indicated by a

satisfaction rate of 80%

and 20% happy

Students feel that their

knowledge is better than

before, which is 62% and

37.9% is very developed

Learning instructional

materials are easily

obtained by students,

with responses of 96.5%

Students also responded

that online task collection

was very effective with a

response of 55.2% (very

efficient) and 44.8%

(efficient)

In general, students feel

impressed with

Anfisman's learning

which has implemented

IT at 78.3%, feels

sufficient (13.8%) and

feels less at 3.4%

4 CONCLUSIONS

Based on the results of the research presented, it can

be concluded that students are very enthusiastic and

memorable with learning that is packaged with IT-

based.

It is recommended that learning using a variety

of models and learning media. Improving student

learning outcomes depends on teaching creativity

(lecturers) with learning media and the model

applied.

ACKNOWLEDGEMENTS

Thank you, the researcher conveyed to the Head of

the LPPM Khairun University for his support in

ICTL 2018 - The 1st International Conference on Teaching and Learning

272

funding this research. We would like to thank you

and appreciation to the teachers’s in the sample

schools who helped fill out our research

questionnaire.

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