Learning Programming Technique through Visual Programming Application as Learning Media with Fuzzy Rating

Learning Programming Technique through Visual Programming Application as Learning Media with Fuzzy Rating

I.G.P. Asto Buditjahjanto (Universitas Negeri Surabaya, Surabaya, Indonesia), Luthfiyah Nurlaela (Universitas Negeri Surabaya, Surabaya, Indonesia), Ekohariadi (Universitas Negeri Surabaya, Surabaya, Indonesia) and Mochamad Riduwan (Universitas Negeri Surabaya, Surabaya, Indonesia)
DOI: 10.4018/IJICTE.2017100105
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Programming technique is one of the subjects at Vocational High School in Indonesia. This subject contains theory and application of programming utilizing Visual Programming. Students experience some difficulties to learn textual learning. Therefore, it is necessary to develop media as a tool to transfer learning materials. The objectives of this study are to determine the feasibility of learning media based on Visual Programming and to investigate the response of students who utilize the learning media. Learning media is firstly validated by experts before it is applied to students. This research implemented rating validation with fuzzy rating based on fuzzy inference system. Fuzzy benefits in translating a crisp form into the preference of linguistic variable form and reprocess into a crisp form as a value decision. The results revealed that fuzzy rating can be implemented to measure the feasibility of learning media and students' responses to the use of learning media.
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In today's modern era, most human activities have been involved and engaged with a computer. The need of computer applications becomes an important thing. The variety of computer applications are not only being installed in PC but also in mobile phones, tablets, laptops, etc. In education, computer has been used both as learning media and in learning process (Buditjahjanto, 2013) Computer applications have been widely applied in several disciplines in education, such as mathematics (Arnau, 2013), sciences (Yang, 2015), computer programming (Chrysafiadi & Virvou, 2013), robotics (Bers et al, 2014), and engineering (Johnson et.al, 2015).

The growth of computer technology leads a ubiquitous learning environment which enables learning at anytime and anyplace. Computer assisted instruction has been widely applied for Mobile Learning, Web Based Learning and Intelligent Tutoring System. Fernández-López et al. (2013) have used mobile learning to support student to learn the basic skills. Web Based Learning is able to enhance the knowledge of reading comprehension (Wijekumar et al., 2013). In addition, Intelligent Tutoring System (ITS) can train students to attain goals and help-seeking strategies (Vaessen et al., 2014), and ITS also be able to enable learners to build commentary their own knowledge through discussion (Latham et al., 2014).

Computer application which has been developed in education can be formed as animations, simulations and games (Boyle et al., 2014). Computer games have also been used as learning media to study a wide range of issues in education. Yang et al. (2015) has used game-based to learn healthy eating habits among adolescents and to understand nutritional elements. Corral et al. (2014) developed a game-oriented to teach OOP languages with significant learning result for the students. Serious game has been developed to learn Environment/Economic Dispatch (EED) of electrical power in order to make easier to understand EED process (Buditjahjanto & Miyauchi, 2011). The advantages of computer games as learning media are students can experience in real time and real situations and students can play while learning. Moreover, the use of computer can help to develop a variety of media education.

In addition, the relationship between the uses of computers with self-ability, metacognitive self- rule and motivational of students also affects the learning outcomes (Pellas, 2014). Santoso et al. (2014) have investigated a self-regulated learning (SRL) of students’ computer self-efficacy and learning behavior of students. SRL has been widely used in the fields related to computer simulations. Douglas (2004) inquired strategies that teachers can use to enhance students' use of self-ruled learning strategies in a Web-based setting. With the results of his research shows a part of the SRL as academic building self-efficacy and self-monitoring feedback confirmed the self-effacing effects on attainment.

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