The Role of Graphic Design Elements and Cloud Computing in

Designing Online Learning Media based on Moodle CSM

Makmum Raharjo

, Diana Nomida Musnir

, Suriani

Faculty of Teacher Training and Education University of Sriwijaya, Palembang, Indonesia

Sekolah Pascasarjana Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords: Design, Graphic, Visual, Learning Media, Cloud Computing, Moodle CMS

Abstract: The main objective of this research is to develop the model and implement and determine the role of graphic

design and cloud computing in planning online learning media based on Moodle CSM. This collaboration

produced an application that allowed students and instructors to have a "digital classroom" in the form of a

learning web. The methodology used in this study is a development model that is equipped with product

testing and verification that is appropriate to the problem and learning objectives. The results of the Feasibility

Evaluation of the Final Model from the Intensive Design Expert obtained a percentage of 84% while the

Results of the Feasibility Assessment Final Model Graphic Media Experts obtained a percentage of 80% so

that the assessment of experts on the feasibility of the model was 80%. While the assessment of the

effectiveness of the model when applied to the System in General is 82.88%. for Learning Content at 85.06%.

Learning Channel is 83.24%. Learning Place is 82.79%. Learning Time is 85.29%. Learning Stage is 84.82%.

And Teacher Role is 83.68%. So that the overall recapitulation of the effectiveness of this model is 84% and

is declared very effective.

1 INTRODUCTION

Graphic design is an art form with the aim of solving

communication problems through a combination of

graphic elements such as shapes, lines, colors, and so

on. The visuals that are created are expected to be a

means of delivering information or messages clearly

and effectively, even being able to shape human

perceptions of things. The scope of graphic design is

all communication media that requires the translation

of verbal language into visual design through text,

images and symbols (Anita Woolfolk,2004).

Design makes the process and communicates

ideas or collaborations in visual form. Basic

principles such as contrast (contrast), grouping,

closeness, control (similarity), continuity

(continuation), and unity (unity), provide the

arrangement of elements for elements such as lines

and fields, colors, textures, and spaces. The main

objective is to combine all components in harmony to

achieve a unity.

Design elements are objects such as logos, icons,

text blocks, and photos that are included in a web

page with a certain composition. These elements must

be grouped and arranged to create a meaning in two-

dimensional space. Most designers classify or

compile these elements based on a set of guidelines

for designing two-dimensional fields called design

principles. This design principle is used to be able to

design interesting online learning media so that

understanding of teaching materials can increase.

Understanding in learning can vary the level of

success based on the media used to deliver related

learning. Delivering learning through verbal symbols

will provide low absorption compared to delivering

through visual symbols, radio / recording, pictures /

photos, films, and so on. Anderson and Smith as

quoted by Woolfolk stated that only 20% of the

ability to absorb information delivered to students

was acceptable when the information was presented

in verbal form. When the information is conveyed

through media / images in visual form or other types,

then students will have the ability to receive about

80%. This opinion is strengthened by what Wright

argues that visual displays in the learning process will

greatly help and motivate students in the learning

process, with an understanding that what is seen by

the eyes will have a stronger memory if only heard by

the ears (I hear I forget, but I see I will remember)

(Andrew Wright, 1999).

Raharjo, M., Musnir, D. and Suriani, .

The Role of Graphic Design Elements and Cloud Computing in Designing Online Learning Media based on Moodle CSM.

DOI: 10.5220/0008997902890298

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 289-298

ISBN: 978-989-758-405-3

289

As information technology develops rapidly, the

need for an effective concept and mechanism of

learning and teaching is increasingly needed. So, the

concept of technology and information-based

learning and teaching also has an impact on the

transformation of conventional education to digital-

based education. The rapid development of

information and communication technology (ICT)

stimulates educational institutions to use it, especially

in the use of ICT-based learning media for improving

the effectiveness, efficiency, and flexibility of

learning. So that it can create quality human resources

in the 4.0 industrial revolution.

The development of electronic learning also

becomes inseparable from the role of the internet as a

popular media for delivering information. The

internet gave birth to various types of multimedia

learning, not only as a medium of communication, but

also developing its function for managing content and

evaluating learning through a web. The web is a site

that can be accessed and viewed quickly by internet

users.

This is where the internet becomes very

important. The internet is a computer network that is

interconnected throughout the world without

recognizing territorial, legal, and cultural boundaries.

The internet opens up human horizons, as a means of

being able to connect humans with various

information from other places, even from different

parts of the world.

Cloud computing is a technology that makes the

internet the center of data management and

applications, where computer users are given access

rights (login). The application of cloud computing has

now been carried out by a number of leading IT

companies in the world. Just mention, among others,

is Google (google drive) and IBM (blue cord

initiative). While in Indonesia, one of the companies

that has implemented cloud computing is Telkom

(Anggi, http://pusatteknologi.com/).

With the use of this system, the computer no

longer needs to use a certain operating system, such

as Windows, Linux, and so on. With this system, no

hard drive is needed anymore, also no need to install

software on the computer. Everything is on the Cloud

Computing service.

The term Cloud Computing or cloud computing is

indeed not yet familiar, but actually the existence of

this system has been widely used by the wider

community, such as the use of e-mail and various

other social media. This cloud-based technology

makes the internet the central server for managing

data and user applications.

With cloud computing technology, users can run

programs without installation, because this system

allows users to access their personal data through

computers with internet access. Because it works by

using the internet as a server in processing data, the

use of this cloud computing system allows users to

log into the internet connected to the program and run

the applications that are needed without having to do

the installation first.

The way it works is more or less like this, the user

stores data in a data storage medium virtually via the

internet network with a command. Then the

command continues to the application server. After

the command is received by the application server,

then the data is processed. In the final process, users

will get a page that has been updated according to the

instructions given.

Examples of how cloud computing works can be

seen in the use of electronic mail, such as Gmail and

Yahoo. Data from users stored on the server will be

integrated globally without having to use software.

Users only need to connect to the internet, then all

data will be managed by Google or Yahoo. In other

words, user data and software are not on the

computer, but are integrated directly through the

cloud computing system by using computers

connected to the internet. Some examples of these

system-based applications include, Google Docs or

Google Drive from Google, Microsoft Azure from

Microsoft Corporation, iCloud from Apple, and many

other cloud applications.

With this cloud system, students can collaborate

by creating groups to do tasks, especially group

assignments. Students can create and edit office

documents online on the internet, and can share files

with other users. This cloud computing system also

allows students and instructors to study and teach

remotely without having to attend a particular

location or class. For teaching materials, you can use

an e-book that can be downloaded by each student.

Not only the world of education can take

advantage of this cloud computing-based application,

the business world can benefit. Many companies have

benefited from the existence of this system, especially

in terms of saving funds, because with this system,

companies do not need to upgrade their computers

regularly at no small cost.

However, the world of education in Indonesia will

continue to grow. Conventional learning and teaching

systems will be developed with a more modern

learning and teaching system. There is a very

effective application to support modern learning and

teaching systems, namely Moodle (Modular Object-

Oriented Dynamic Learning Environment). With this

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technology, learning and teaching systems become

unlimited in space and time. Teachers can teach from

anywhere and easily make teaching material or

quizzes for exams online. Likewise students, can

learn from anywhere and anytime online.

Moodle CMS (Course Management System) is an

application that can transform a learning media into a

web form. This application allows students and

instructors to enter into a "digital classroom". In

digital classrooms, learning materials can be

accessed, because with this Moodle CMS, learning

materials, such as electronic journals, or quizzes are

made. Various learning resources, such as

manuscripts written in Microsoft Words, presentation

material from Microsoft Power Point, Flash

Animation, Photoshop, even material in the format of

photos, audio and video can be attached to this

application. This Moodle application was first

developed by Martin Dougiamas in August 2002 with

Moodle version 1.0. currently Moodle can be used by

anyone in open source (Indonesian Moodle,

https://moodle.org/course/view.php?id=40)

2 RESEARCH OBJECTIVE

1. This study aims to design and develop online

learning models based on web cloud computing

and Moodle CMS (Course Management

System). With this learning design, it is

expected that students can be more motivated to

learn, thereby increasing the level of

understanding of students and increasing the

ability of learning outcomes.

2. This study aims to find out what graphic design

elements influence the design and development

of learning models through the assessment of

graphic media design experts and the

application of the feasibility of learning models

to students.

3. This study aims to evaluate the extent of the role

of cloud computing in the delivery of learning

models through online learning.

3 LITERATURE REVIEW

The learning model is a teaching strategy prepared to

achieve specific learning objectives. Learning

models are intended for learners to be able to

increase the effectiveness of learning through

interactive learning methods. To find out the quality

of the learning model must be seen from the process

and product. The process aspect refers to the ability

to create pleasant learning situations and encourage

students to be active and think creatively. The

learning model is basically a form of learning that is

illustrated from beginning to end which is presented

specifically by educators. In other words, the

learning model is a wrapper or frame from the

application of an approach, method, and learning

technique.

The term learning model has a broader meaning

than strategy, method or procedure. In general the

model is interpreted as an object or concept used to

represent something (Trianto, 2009: 21). A model is

something that describes a pattern of thinking. A

model usually describes the whole concept that is

interrelated. In other words the model can also be

seen as an effort and to concretize a theory as well as

an analogy and representation of the variables

contained in the theory (Pribadi, 2010: 86)

According to Richey, research models should be

more emphasized in the design and development of

the research itself (Richey & Klein, 2007: 11). This

definition gives an emphasis that research related to

the model should be more focused on comparison

with existing models. In the design of learning

systems, models usually describe the steps or

procedures that need to be taken to create effective,

efficient and interesting learning activities. So a

model in the development of learning is a systematic

process in the design, construction, utilization,

management, and evaluation of learning systems.

Learning development consists of at least five

main activities, namely: (1) analyzing the conditions

of learning and the needs of students; (2) designing a

series of specifications that are effective, efficient,

and relevant to the student environment; (3) develop

all materials for all students and material

management; (4) implementation of the results of

learning design; (5) formative and summative

evaluation of the results of development (Gustafon &

Maribe, 2002: 12-13)

Based on the understanding of the learning model

above, it requires at least five criteria that must be met

in the learning model, namely: (1) having a goal; (2)

harmony with purpose; (3) systematic; (4) have

evaluation activities; and (5) fun. Therefore, the

learning system can be likened to a production

process consisting of parts of the input-process-

output, which are mutually integrated. So that the

learning model which is basically a conceptual

framework can describe systematic procedures in

organizing learning experiences to achieve learning

goals. The function of the learning model is as a guide

for learners in carrying out learning. The selection of

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learning models is strongly influenced by the subjects

or material to be taught, the objectives to be achieved

in learning and the level of ability of students.

Graphic art is a branch of art that provides a lot of

exploratory space that artists can use so they can

achieve a certain aesthetic and have a distinctive

character. The maturity of a graphic art work can be

assessed from the quality of the artist's technical

exploration and the ideas that are revealed. Graphic

art, like all branches of art, is consciously using

creative skills and imagination to create aesthetic

objects (Supriyanto, 2005: 4).

Design is the process of making and

communicating ideas or ideas in visual form. Basic

principles such as contrast, grouping, proximity,

similarity, continuation, and unity, provide

arrangements for elements such as points, lines and

fields, colors, textures and space. The main purpose

of design is to combine all these components into a

harmony to achieve a unity.

Design elements are objects such as logos, icons,

text blocks, and photos that are included in a web

page with a certain composition. These elements must

be grouped and arranged to create a meaning in two-

dimensional space. Most designers classify or

compile these elements based on a set of guidelines

for designing two-dimensional fields called design

principles. So, elements are objects and design

principles are guidelines for placing objects in a

layout known as composition. These principles are

referred to as "tools" from visual designers. However,

as in every discipline, it's not enough to just follow

the rules. A designer needs to know how to make

meaningful compositions. Understanding design

principles is only the first step in developing and

creating a design.

In addition to the previously reviewed studies

there are several relevant studies the authors can

summarize in the following publications:

P. Kavitha. The results of the study show that

web-based online learning innovations are

indispensable in the field of online education

(international research in innovative computer and

communication engineering: India, 2007).

Wen-ling shin. The results showed that online

learning online learning can improve the

effectiveness of student learning, motivation to learn,

and interest in learning, and encourage self-

development and teamwork (National Sun Yat-sen

University, Kaohsiung City: Taiwan, 2017).

Atiya Khan. The results of the study show that

using ICT can develop professional English language

teachers in Mumbai (RMIT University: Australia,

2017)

Renee Crowford, Louise Jenkins, The results of

the study show that online learning can create flexible

learning and reduce faculty budgets, and create the

effectiveness of teaching and learning (Australasia

journal of educational technology: Australia, 2017).

Kwok-wing Lai, Lee A. Smith. The results

showed that about 90% of students at Smith

University of Otago in New Zealand conducted

informal learning to support formal learning, digital

technology used in formal learning, namely lap-top,

computers, and cell phones, while informal learning

was used to access the internet and use tools. online

tools such as Google and Wikipedia (Australasian

journal of educational technology: New Zealand,

2017).

Ching Sing Chai, et al. The results of the study

showed that from 223 teachers in Singapore, TPAK's

(pedagogical abilities and technological abilities)

were related to the belief and distinctive design skills

of teachers, this study showed that teachers' beliefs

about learning and their design capacity would

change with the success of their TPACK

(Australasian journal of teacher education:

Singapore, 2017).

4 METHODOLOGY

The research method used is development research,

also known as R & D (Research and Development).

In the field of education, R & D is directed at

developing products that are effective for school

needs, and are applied research. This research

emphasizes change and improvement (what works

better), rather than why, and emphasizes its

usefulness in education. (Gall et al, 2007: 186-187).

Borg & Gall stated that research and development

procedures basically consisted of two main

objectives, namely developing products and testing

the effectiveness of products in achieving goals. The

first goal leads to development and the second goal as

a validation function (Gall et al, 2007: 589-590).

To get the data needed in this study, data

collection techniques are used in the form of

interviews, questionnaires, observations, and tests or

testing of student learning outcomes. Whereas to

analyze data used qualitative data analysis.

Analysis of qualitative data is presented by using

words in the form of narrative texts, graphs and

charts. While the process is based on three lines of

activities that are intertwined in an integrated manner,

namely; data reduction, data presentation, and

conclusion or verification.

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The results of analysis of all student work will be

used as the basis for revising the product model of

online learning web-based cloud computing and

Moodle CMS. Then the results of this analysis are

consulted by the expert review, so that the resulting

product is truly valid. The product produced is

considered practical and effective if it has a positive

effect on student learning outcomes.

This study used a limited population of 37

respondents consisting of 9 male respondents and 28

female respondents to explore the depth of the

research results. The study was conducted at the

PGSD FKIP UNSRI which had adequate computer

facilities and infrastructure with an internet / LAN

network to implement lessons. web-based online

learning cloud computing and Moodle.

5 RESULT AND FINDINGS

5.1 One-to-one with Experts

5.1.1 Validity of Instructional Design

Experts

Based on the results of questionnaires that have been

distributed for expert validation, it was found that

according to the validation of instructional design

experts stated that in the opening activity on the

development of web-based cloud computing online

learning model and CMS moodel in art courses it was

good. Whereas the presentation activities are also

considered good. This is because in the web display

lecturers and students can interact with each other on

the internet lecturers can upload materials related to

lectures, both lecture assignments and lecture

activities. While students can access the web to get

information that is given by the lecturer.

Furthermore, the validity of instructional design

experts on the closing activities of web-based cloud

computing online learning models on art education

courses is still considered to be lacking because web-

based learning is unique but serious. A serious word

is used to express that designing up to implementing

web-based learning is not as easy as imagined. This

web-based learning requires an instructional model

that is specifically designed for that purpose.

Next, the validity of instructional design experts

also states that the procedural sequence in the online

learning model is still lacking, this is because the

content in the web is not regularly organized which

causes students to be confused to get and access

lecture material. This can be seen from the

preparation of content in navigation that is still

randomly arranged and placed.

Based on the validity of instructional design

experts, it was stated that the suitability of learning

objectives with examples of questions, assignments,

exercises and evaluations was also considered to be

lacking, this is because giving material is not the

ultimate goal of web-based learning. In developing an

online learning system it is necessary to pay attention

to two things, namely students who are targeted and

expected learning outcomes. Understanding of

students is very important, namely, among others,

their hopes and goals in participating in online

learning. One thing that should be remembered is how

this web technology can help students learn in

mastering their lecture materials. So the need for

instructional design in this online learning model so

that the learning process can be effective.

Table 1: Results of Feasibility Assessment of Final Models

of Instructional Design Experts

Rated aspect

Validator

answer

Opening activity

Presentation activities

Closing activity

Sequence of procedural

activities

Suitability of purpose

Total 16 5

Total Score 16 + 5 = 21

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Chart 1: Results of Feasibility Assessment of Final Models

of Instructional Design Experts

The total score obtained by the score is 21 points

from the total score maximum of 25 points, then the

score obtained is divided into 100 so that the

percentage number is 84% so it is feasible to be

tested.

5.1.2 Validation of Graphic Media Experts

Based on the validity of graphic media experts, it was

found that the suitability of the image with the

material content of the online learning model in art

education subjects was good, this was due to the

compatibility of the background in the web of

education as well as the background of a painting.

With this background students can immediately

understand that this is content for art education

material. This will make it easier for students,

especially art students, to access and download

assignment materials provided by art lecturers. The

material provided by the lecturer is the first key for

students to do the assignments given by the lecturer.

An important moment occurs when the lecturer gives

an explanation of the assignment given. At this time

students must be able to dig up as much information

as possible related to the assignment given so that

they know the core of the problem and have an idea

to find a way to solve the problem.

Whereas for the accuracy of letters or typography

in the online learning model is also good, this is

because online learning subject matter can be

packaged in a text-based form, the material is

packaged in written form and accompanied by a few

pictures, just like in the book .

As for the clarity of images, graphics and photos

in the online learning model it is considered good.

This is because in the web display above it has tried

to include images and photos that can facilitate

students and lecturers to interact with each other on

the internet.

Whereas regarding the background color in the

online learning model mentioned above it is

considered still lacking. This is because the

background color in the web is still dominated by

white, so that students tend to be bored to use online

learning media because it is considered monotonous.

There are some people who prefer to learn by making

pictures or colors, seeing pictures, slides, videos or

films. People who have this hobby, usually have a

certain sensitivity in capturing images or colors, are

sensitive in making changes, arranging and reading

cards (Uno, 2006: 183-184).

While the animation and consistency of web

slides is considered still lacking. This is because the

web elerning above is still lacking in the use of

animations and web slides so that it is less attractive

and tends to be boring. This has an effect on the

interest of students' interest in interacting on the web

media.

Multimedia learning is one form of computer-

based learning aids that are supported by various

multimedia components such as text, sound, images,

and videos. The program supports individual

learning. Multimedia learning programs can be

implemented with various instructional strategies

such as: tutorials, drill and practice, simulations,

instructional games, and problem solving.

Multimedia is a new technique in the development of

applications that aims to attract user interest through

its elements (text, images, sounds, videos and

animations) that are presented interactively. A

multimedia application consists of text, images,

sounds, videos and animations that are combined and

presented interactively using programming.

While the web menu in the model according to

gisraf media experts is considered good because the

preparation of online learning materials should use a

learner-centric method or based on the students' own

mindset. At learner-centric, material is structured in

such a way as to be able to provoke curiosity of

students to want to learn more. The order of the

subject topics or the basic concepts of the lesson itself

need not be overlooked.

While the navigation buttons in the web according

to the validation of graphic media experts are still

0 1 2 3 4 5 6

Opening activity

Presentation activities

Closing activity

Sequence of procedural

activities

Suitability of purpose

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insufficient because there is still no compatibility of

the contents of the navigation buttons with the

contents of the material displayed besides the

navigation buttons are still rigid so it is less attractive

for students all of whom are still teenagers, there are

even students who don't know the meaning of the

language because the navigation buttons are still in

English.

Furthermore, graphic media experts validate the

updates of the web learning model which is

considered good because in the creation of the web

above, Moodle CMS is a CMS used to create online

learning applications. In the Moodle CMS, online

learning features are very complete, starting from

online tests, forums and others. This CMS

management is a bit complicated, and an

understanding of how to use it must be needed.

After being evaluated and corrected based on the

assessment and input of the instructional design

experts, the feasibility assessment of the final model

was obtained from the instructional design experts as

follows:

Table 2: Results of Feasibility Assessment of Final Models

of Graphic Media Experts

Rated aspect

Validator

answer

Suitability of the image

with the contents of the

material

The accuracy of the

selection of letters

Clarity of images,

graphics and photos

Background color

Animation used

Consistent web slides

Web menu in the

model

Navigation key

Web update

Total Score 36

Chart 2: Results of Feasibility Assessment of Final Models

of Graphic Media Experts

The total score obtained by the score is 36 points

from the total score of a maximum of 45 points, then

the score obtained is divided into 100 so that the

percentage number is 80% so it is worth testing.

5.2 Field Trial

To find out the effectiveness of the online learning

model in art education courses at the FKIP UNSRI

PGSD, it is necessary to first conduct a trial in the

field with 37 respondents consisting of 9 male

respondents and 28 female respondents.

The results of testing the overall effectiveness of

the model consisted of 7 groups namely the general

system (6 questionnaires), learning content (8

questionnaires), learning channels (4 questionnaires),

learning place (6 questionnaires), learning time (5

questionnaires), learning stage (7 questionnaires),

and teacher roles (11 questionnaires). All of which

include 47 instruments / questionnaires can explain

the overall evaluation process and results based on

data at the time of implementation of the

effectiveness of this online learning model as follows:

0 1 2 3 4 5

Suitability of the image

with the contents of the

material

The accuracy of the selection of

letters

Clarity of images, graphics and

photos

Background color

Animation used

Consistent web slides

Web menu in the model

Navigation key

Web update

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81.50%

82.00%

82.50%

83.00%

83.50%

84.00%

84.50%

85.00%

85.50%

500

1000

1500

2000

2500

General

System

Assessment

Results

Learning

Content

assessment

results

Learning

Channel

Assessment

Results

Learning

Place

Assessment

Results

Learning

Time

Assessment

Results

Learning

Stage

Assessment

Results

Teacher Role

Assessment

Results

Table 3: Recapitulation of Overall Final Model Effectiveness Test Results

Assessment by Respondents

Score

Max score

Results

Infor-mation

General System Assessment Results

920

1.110

82,88%

Very effective

Learning Content assessment results

1.259

1.480

85,06%

Very effective

Learning Channel Assessment Results

616

740

83,24%

Very effective

Learning Place Assessment Results

919

1.110

82,79%

Very effective

Learning Time Assessment Results

789

925

85,29%

Very effective

Learning Stage Assessment Results

1.096

1.292

84,82%

Very effective

Teacher Role Assessment Results

1.703

2.035

83,68%

Very effective

Total

7.302

8.692

84 %

Very effective

Chart 2: Recapitulation of Overall Final Model Effectiveness Test Results

For the overall total score in the General System

assessment, a total score of 82.88% is obtained, this

means that the display of the system in online learning

models is very effective to be implemented for

students of the PGSD FKIP UNSRI subject.

While the Learning Content assessment based on

the results of the questionnaire found a total score of

85.06%, this means that learning content in the

display of online learning methods in the PGSD FKIP

UNSRI fine arts education subject was declared very

effective.

Overall based on the questionnaire obtained a

total score of 83.24%, this means that the Learning

Channel display on the display of online learning

methods in the subjects of art education at UNSRI

was declared very effective.

While overall according to the results of the

Learning Place assessment questionnaire it was

obtained as much as 82.79%, this means that the

appearance of learning place on the display of online

learning methods in the PGSD FKIP UNSRI fine arts

education subject was declared very effective.

Meanwhile, according to the results of the

Learning Time assessment questionnaire, the total

score was 85.29%. This states that the online learning

method in the subject of art education PGSD FKIP

UNSRI according to the results of the questionnaire

was stated to be very effective.

While the Learning Stage assessment score from

the results of the questionnaire was obtained at

84.82%, this means that the use of learning stages in

online learning methods in the PGSD FKIP UNSRI

art education subject according to the results of the

questionnaire was declared very effective and the

results of the questionnaire were obtained

Teacher Role's assessment found a total score of

83.68%, this means that the teacher role in online

learning methods in the PGSD FKIP UNSRI fine arts

education course was declared very effective.

So from the recapitulation of the results of testing

the overall model effectiveness of all the above data

obtained 84% results so it can be concluded that the

overall effectiveness testing of Web-based Online

learning Model Development with Cloud Computing

Applications and Moodle CMS (Course Management

System) in Artic Education Courses in the FKIP

PGSD UNSRI was declared very effective.

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6 DISCUSSION

The implementation of the online learning model is

for students to find out the assignments given by the

lecturer, and can download lecture materials. As for

lecturers, lecturers can upload materials and study

assignments on the screen of art and craft education.

Besides that, the screen is also equipped with audio-

video media which can create a more interesting

online learning atmosphere. In this implementation it

has been proven effective because students have

started to get used to this learning model, and student

participation also continues to increase with the

existence of this online learning model. This is proven

to be able to help lecturers in compiling their learning

schedule because all of their learning is documented

in this web.

In additions students can download material and

assignments through online learning methods,

students can also see the results of their studies. This

can be seen from the results of formative tests that can

be seen on the web too. With the results of this value

students become more motivated to be able to cover

their shortcomings if they get a less than perfect

score. And for parent students can also see the results

of their children in learning. In addition, lecturers can

see reports on how many students are active in online

learning. From here the lecturer can monitor how the

development of the materials and assignments

uploaded to the online learning web so that it can be

evaluated on what material is in accordance with the

interests of the students and this can also be the

foundation for the university in compiling future

curriculum program. All report reports formative test

results, tasks are all stored in Google Drives. So that

it is more effective, no need to move and can be

printed in the form of word, exel or pdf.

In general, this research is to design and develop

web-based online learning models in cloud

computing and Moodle CMS (Course Management

System). With this learning design students are

expected to be more motivated to learn the subjects of

art education courses, improve the ability of learning

outcomes and the level of understanding of students.

The input from the validators is expected to be

used as the next basis in revising the product of cloud

computing web-based learning models and Moodle

CMS (Course Management System) in the future.

Regarding the design of products and products

themselves, as well as the process and results of

learning using online learning models based on web

cloud computing and Moodle CMS (Course

Management System). So that the products produced

are truly valid and the products produced are

considered practical and effective for students and

have a positive effect on learning outcomes,

especially in art education courses.

In developing web-based online learning models

cloud computing and Moodle CMS (Course

Management System) in art education courses at the

FKIP UNSRI PGSD are still relatively simple so that

further development and improvement is needed to

improve the online learning program. Further

development programs are expected to have greater

bandwidth in order to accommodate many users and

can upload images and videos smoothly.

Furthermore, in its development it is also necessary

to apply it to a smart phone so that it can be more

practical so that students can access anywhere, and if

it is accessible with a smart phone, it can also be

cheaper in their internet usage.

7 CONCLUSIONS

At least there are three conclusions from the online

learning function that can be taken in the learning

process at the UNSRI FKIP PGSD, including:

First as a supplement (additional), that is if

students have the freedom to choose, whether or not

to use electronic learning material. In this case there

is no obligation for students to access electronic

learning material. Even though it is optional, students

who use it will certainly have additional knowledge

or insight.

Secondly as a complement (complement), that is

if electronic learning material is programmed to

complement the learning material that students

receive in the classroom. As a complement means

electronic learning material is programmed to

supplement enrichment or remedial material. It is said

to be enrichment, if students who can quickly master

/ understand the subject matter delivered at face-to-

face are given the opportunity to access electronic

learning materials that are specifically developed for

them. The goal is to further strengthen the level of

mastery of subject matter that has been accepted in

class. It is said to be a remedial program, if students

who have difficulty understanding the subject matter

at face-to-face are given the opportunity to utilize

electronic learning material that is specifically

designed for them. The goal is for students to more

easily understand the subject matter presented in

class.

Third is substitution (substitute), that is if online

learning is done as a substitute for learning activities,

for example by using models of learning activities.

There are 3 (three) alternative models that can be

The Role of Graphic Design Elements and Cloud Computing in Designing Online Learning Media based on Moodle CSM

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chosen, namely: (1) fully face-to-face (conventional),

(2) partially face-to-face and partly via the internet, or

even (3) entirely through the internet.

ACKNOWLEDGEMENTS

We also thank the Ministry of Research, Technology

and Higher Education of the Republic of Indonesia

for the opportunities and funding of this research

through the dissertation grant program that we have

received to complete this research. We thank Prof. Dr.

Diana Nomida Musnir, M.Pd. for assistance with

particular technique and methodology, and Prof. Dr.

Suriani, MA. for comments that greatly improved the

manuscript. We would also like to show our gratitude

to the Dr. Robinson Situmorang, M.Pd. for sharing

their pearls of wisdom with us during the course of

this research.

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