Number of steps and time duration needed while solving the problem can be considered as a representative of student's learning behavior and their effort of understanding. Learning Analytics is a process for monitoring students' thinking process and can become strong evidence to support teachers' objectives in class. Viat-map is an application that implements the Toulmin Argument method and reconstruction approach. It will assist students to think logically by following the teacher's logic, and it shows a positive contribution in the learning process. The reconstruction process used in Viat-map also offers immediate evaluation of student's mistakes. However, a challenge arises in the Viat-map's evaluation of the student's learning process, as the reconstruction process requires students to have the correct answer to complete the learning process. Having this way, new approaches in using student's behavior as learning process score (Viat-map score) are offered. This study involved 105 Students divided into 58 students from the previous research (2023) and 47 students to confirm the Viat-map score (2024). K-Means clustering was chosen for its ability to perform unsupervised clustering, ANOVA was used for comparing more than two groups, and Pearson Correlation was used to examine the relationship between two sets of data. The results suggest that the number of steps taken and the time spent in the learning process can be considered positive indicators of student behavior in the learning process.

This study addresses the challenge of low literacy rates in Indonesia, particularly among students at the State Polytechnic of Malang. To tackle this issue, the research aims to develop an educational role-playing game (RPG) designed to enhance student literacy. The game will be both engaging and educational, incorporating interactive gameplay and quizzes related to robotics, a subject relevant to the students' field of study. The development process employs the Extreme Programming (XP) methodology, emphasizing iterative design, coding, and testing to ensure a user-friendly and educationally effective product. Playtesting will be conducted with 30 students, allowing for real-time feedback on usability, engagement, and educational value. The effectiveness of the game will be measured using a paired data Z-test, comparing pretest and posttest literacy scores. Results from the playtesting and statistical analysis will inform final optimizations, including enhancements to graphics, mobile compatibility, and educational content. The study anticipates that the RPG developed will hold significant promise for improving literacy skills among students at the State Polytechnic of Malang, with potential applications in broader educational contexts.

English has a crucial role in the modern world of work, opening wider career opportunities in a global environment. Mastery of it increases competitiveness in the job market, facilitates communication with international colleagues, and supports professional development. Despite its importance, many people face challenges in learning English. Therefore, effective, fun and contextual learning methods are needed to ensure mastery of this language. So, in this research a learning application was designed that focuses on developing and evaluating the educational board game "Career Champion" with a gamification approach. The research development method uses the Research and Development (R&D) method. The System Usability Scale (SUS) test obtained an average result of 85.5% which presented an adjective rating with Letter Grade A (Excellent).

Summarization is a conventional task to promote reading comprehension. However, because it is impossible to diagnose the summary immediately and accurately, it is not easy to realize formative feedback for ongoing reading comprehension. To solve this issue, we have proposed Viat-map reconstruction as a task for promotion of reading comprehension. Viat-map is a three-component (Data, Warrant and Claim) representation of the Toulmin Argument. Reconstruction means that a learner is required to reconstruct a Viat-map prepared by an expert by using provided components. By comparing the reconstructed map with the original map, it is possible to realize immediate and accurate diagnosis and ongoing formative feedback for the reading comprehension. We have conducted a comparative experiment of promotion effect for EFL reading comprehension between conventional summarization and Viat-map reconstruction. Fifty-eight second year students of Information Technology Department from State Polytechnic of Malang, Indonesia were involved in the experiments. All of them are using English as Foreign Language. The experiment was conducted in an English course Subject for three weeks. Experiment and control group were created equally based on the initial test of reading comprehension test. The experiment group was using Viat-map, while control group is using conventional summarization method. The result of the experiment was analyzed by using ANOVA statistical analysis and Holm’s Sequentially Rejective Bonferroni Procedure for POST Hoc analysis. The result shows that Viat-map reconstruction overachieved summarization and both groups can maintain the memory one week after the lesson. However, the delay-post test score for experiment group is higher than control group.

Conceptual modelling is a critical ability for a computer science student, enabling them to create a variety of conceptual models such as Entity Relationship Diagrams (ERDs). However, learning to create an ERD is a challenging task especially for novices because it involves various cognitive processes and actions. This research proposes a recomposing approach using kit-build exercise for ERD design learning. In a kit-build exercise, a student is provided a set of components of a structure and asked to recompose the structure using these components. The kit-build exercise has advantages as (1) reducing student’s cognitive load by providing available components and (2) realization of automatic assessment by comparing recomposed structure with the original structure. This exercise has been already implemented for concept maps and the learning effect has also been confirmed both experimentally and practically. Considering the structural similarities between ERDs and concept maps, we have applied the kit-build exercise approach to ERDs. In this paper, we describe the kit- build exercise for ERD with automatic assessment and feedback.

Concept map as an assessment tool is widely accepted in the field of education. In this research, assuming the process evaluation of concept map building leads to better evaluation than the product (that is, built concept map) evaluation, we proposed a process evaluation method and conducted an experimental evaluation of the method. The process evaluation method is intended for re-composition type of concept maps, not for general ones. In the re-composition concept map, a learner is provided a set of components of a concept map, that is, links and nodes, and required to recompose a concept map by using the components. The provided components are generated by decomposing the concept map built by an expert as a representation of understanding of the learning target. In this research, we set several submaps with a set of semantics in one expert map and define a good process by recomposing the submap as a series of activities. The process evaluation results were compared with the product evaluation results for the data of a practical use of re-composition of concept map in undergraduate class. As the results of the comparison, we have already confirmed that the result of process evaluation was a better predictor of learner’s understanding than the results of the product evaluation. In this paper as an additional analysis, we reported the analysis of relation between process evaluation and product evaluation. The difference between the evaluation methods could result in a case where there is zero score for process evaluation and full score for product evaluation. However, analysis results confirmed that there is a strong correlation between the two evaluation methods with r value = 0.8. These results suggest that support for the process of submap re-composition is a promising way for learners to recompose a good concept map. We further explore the usability of the process evaluation to the teachers, and it shows a high rate of agreement of the usefulness and appropriateness of the method. Based on the results, we are developing a formative assessment and support environment for concept map re-composition.

Recently, access to information is easier than before, but most of them are written in English. It leads to another new problem for a non-English speaking country. This research proposes an approach to improve English reading comprehension with the help of Kit-build concept map (KB-map) with an additional function named source connection. A university teacher in Indonesia practically used this approach and the other two approaches in several English classes of the second year of undergraduate student to compare the effectiveness of those approaches. The result shows that KB-map with the source-connection function was more effective in English reading comprehension compare to the traditional summarization and the normal Kit-build method.