<p>Lemahnya pemahaman mahasiswa terhadap substansi perkuliahan mengharuskan tenaga pengajar untuk mengulangi pengajaran terkait materi yang belum dipahami tersebut. Hal ini telah mengakibatkan tidak tercapainya capaian pembelajaran yang telah disusun. Kajian ini bertujuan untuk mengukur dampak penggunaan sistem manajemen pembelajaran berbasis Moodle dan model pembelajaran kolaboratif pada  <em>blended learning</em> (<em>b-learning</em>) <em>classroom</em> terhadap peningkatan pemahaman mahasiswa.  Metode riset yang diaplikasikan yaitu perancangan pra-eksperimental dengan model <em>single group before-and-after design</em> yang melibatkan 104 responden dari mahasiswa Program Studi Pendidikan Teknologi Informasi, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Ar-Raniry yang sedang mengikuti mata kuliah Pengantar <em>E-learning</em>. Adapun instrumen penelitian berupa angket yang disebarkan pada fase sebelum dan sesudah penerapan Moodle dan pembelajaran kolaboratif dilaksanakan. Berdasarkan teknik analisis regresi linier berganda menggunakan piranti lunak SPSS ditemukan bahwa estimasi pengaruh kedua variabel independen sebesar 81,6% pada tahapan <em>pretest</em>, namun prediksi tersebut bertentangan dengan temuan yang didapat pada fase <em>posttest</em> yang mengindikasikan bahwa persentase implementasi Moodle dan model kolaboratif terhadap pemahaman mahasiswa hanya berpengaruh sebesar 49,9%. Dengan demikian disimpulkan bahwa hipotesis yang diajukan ditolak dikarenakan tidak terjadi peningkatan pemahaman mahasiswa. Hal ini diperoleh berdasarkan output Model Summary^b dimana nilai kedua koefisien R Square dan Adjusted R Square pada angket <em>posttest</em> lebih kecil nilainya dibandingkan dengan angket <em>pretest</em>.</p><p> </p><p><em><strong>Abstract</strong></em></p><p class="Judul2"><em>Students’ lack of understanding toward lecture materials requires extra time in teaching. This has resulted in unfulfilling the designed learning outcomes.</em><em> </em><em>This </em><em>work</em><em> aims to measure the </em><em>impact</em><em> of </em><em>using</em><em> </em><em>the M</em><em>oodle learning management system</em><em> (LMS)</em><em> and collaborative learning model on improving student understanding</em><em> i</em><em>n blended learning (b-learning) classrooms. The research method used was a pre-experimental design with a single group </em><em>before</em><em>-</em><em>and-after</em><em> design model involving 104 respondents from the Information Technology Education Study Program at the Ar-Raniry State Islamic University who were attending the E-learning Introduct</em><em>ory</em><em> course. </em><em>The use of a questionnaire as the </em><em>research</em><em>’s</em><em> instrument was distributed in the </em><em>‘</em><em>before</em><em>’</em><em> and </em><em>‘</em><em>after</em><em>’</em><em> phases of </em><em>M</em><em>oodle </em><em>implementation </em><em>and collaborative learning </em><em>were</em><em> carried out. </em><em>According to</em><em> the results of multiple linear regression analysis using SPSS software, it was found that the influence </em><em>of the </em><em>estimated </em><em>value </em><em>of the two independent variables was 81.6% at the pretest stage, but these predictions contradicted the findings obtained at the posttest phase which indicated that the percentage of </em><em>Moodle</em><em> implementation and collaborative models was only effect of 49.9%</em><em> </em><em>on student</em><em>s’</em><em> understanding. </em><em>In conclusion, thus,</em><em> the proposed hypothesis was rejected because there was no incre</em><em>ment</em><em> in student</em><em>s’</em><em> understanding. This </em><em>was</em><em> based on the Summary</em><em>^b</em><em> Model output where the values of both R Square and Adjusted R Square coefficients on the posttest questionnaire </em><em>we</em><em>re smaller than the pretest questionnaire.</em></p><p><em><strong><br /></strong></em></p>

Abstract:The proliferation of information and communication technology (ICT) which is followed by the high demand of ICT tools, especially smartphones, has transformed the face of global learning, as everybody would be able to educate themselves without having to commute from home to school. This phenomenon has emerged a tutorial generation who has been educated by personalized education tools in the form of mobile-based and/or web-based applications that support any kind of knowledge they are interested in. This paper depicted a conducted research question whether those applications will vanish the traditional teaching model which was believed as high consuming in cost, time, and effort. The respondents were the students and lecturers of the vocational information technology program at UIN Ar-Raniry. During the research, they were given the top five independent learning applications related to programming courses, then they were requested to review at the same courses that was served by the most highly impact of MOOC services such as Coursera, Edx, and Udacity. The experiences of the participants were recorded and noted, then analyzed by QDA Miner software which summarized that ICT education tools assisted them to sharpen their understanding of the course content because they could learn at their own pace. Such education model is expected to empower a community within university preparing the formal institutions to adopt the new form of education. In the future, a further research will be needed on discussing a basic standard in the development of educational applications that is relevance to the curriculum.

Involving a number of the prospective system user and applying various techniques to discover user requirements are fundamental in software engineering. This paper briefly reports upon the inceptive phase of software development life cycle (SDLC) that aimed to assemble potential user's recommendation in developing educational purposed application for the mobile system. The conducted study implemented Joint Requirement Planning (JRP) technique to substitute individual interview which spends a huge effort in time and cost. This small-scale research entangled 45 students of Vocational Information Technology at State Islamic University Ar-Raniry Banda Aceh Indonesia, whose acquaintance with both software engineering and pedagogical knowledge. They were entreated in observing eight selected applications that exist on the market. The software packages were utilized as a role model for developing a future personalized education tool (PET) system. The students' experience during JRP session then were qualitatively analyzed using QDA Miner to draw a recommendation for creating a better personal learning software. This study found that the explored applications were insufficient to fulfill students' needs, therefore the main outcome of this research expounds user requirements that will be used to design a better tool in supporting formal learning i.e. variety learning activities, incomplex navigation, and adaptable system.