Sistem Ujian Online Essay Kolektif Berbasis Gambar Studi Kasus Kampus PTKI Medan

The Covid-19 pandemic is a disaster for all of us, Vocational Education is also affected by the Covid-19 pandemic which forces online lectures, one of which is at the Industrial Chemical Technology Polytechnic (PTKI), in the implementation of the exam at PTKI Medan carried out collectively with questions exam in the form of an essay. There have been many studies on online essay exams but the scope of the discussion is for automatic correction or similarity based on text input. In vocational education, especially PTKI Medan, which has a test that is not limited to text input but there are calculations. Another weakness of text input is that the answers can be more easily copied and pasted by students. This research was carried out for 1 year starting from Odd semester 2020 to Even 2020. The method in developing information systems uses the waterfall model with the stages of needs analysis, system design, coding, implementation and the last stage of system maintenance. From the results of the research in the odd semester of 2020, the researchers used a text-based online essay exam model, but many weaknesses were found, one of which was the ease of students in using answers from the internet which were directly entered into the answer column. At the maintenance stage, the researcher updates the system by changing the image-based exam model, so students must write their answers on paper and then upload the answers to the website. The file upload system can overload the server if it is not controlled, one of the techniques used is to compress image files uploaded by students to the system and the maximum size can be compressed up to 78.48% from 1329 Kb to 286 Kb for this type. png data. In addition, to make it easier for lecturers to check answers, use the ezoom.js feature as a means to view answers in the form of images that are useful for zooming in, zooming out, rotating the answer images. Ezoom.js is a javascript that can be installed on php-based websites

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

By documenting the erasure of W.E.B. Du Bois’s scientific contributions to sociology, Aldon Morris’s The Scholar Denied was a catalyst for scholars to rethink how we teach and understand social theory and a call to recognize the racialized origins of our discipline. How can we incorporate these insights into our teaching beyond a token addition of Du Bois to classical theory courses? Drawing on comments from anonymous student evaluations and completed assignments including essay exams, final papers, and end-of-year reflections from one classical theory course, the authors argue that teaching classical theory requires teaching about race, ethnicity, and gender and outline three pedagogical principles. First, we assert that it starts with the syllabus. Second, we demonstrate how incorporating theorists’ biographies situates them in their sociohistorical contexts. Finally, active learning observational assignments reveal how research is a scholarly conversation and demonstrate the enduring importance, and limitations, of classical theories and theorists. Together, these pedagogical tools show how the classical theory canon is racialized. By providing conceptual and logistical tools scholar-teachers can use to incorporate race, ethnicity, and gender in classical theory courses, we highlight how issues of race and gender should not be relegated to substantive courses. Instead, they are central to understanding and teaching the foundations of sociology.

MANHATTAN DISTANCE AND DICE SIMILARITY EVALUATION ON INDONESIAN ESSAY EXAMINATION SYSTEM

<span lang="EN-US">Each learning process requires an evaluation tool to measure the level of understanding of students. The type of evaluation can be multiple choice questions, short entries and essays. Some studies reveal essay exams better than other types of evaluations. An essay assessment is automatically needed to save teacher time in correcting answers. However, the development of essay assessments is still ongoing. The aim is to obtain a better accuracy value than the method used in the assessment. Based on these problems, this study proposes a comparative analysis of similarity methods for online essay exam assessment. The similarity method compared is Similarity Dice and Manhattan Distance. Both methods produce coefficient values which are then compared to the assessment of the system with manual scales with the same scale. The data used were 2162 data. This data was obtained from 50 students who answered 40 questions (politics, sports, lifestyle and technology). The data obtained in this study can be used to support other research that can be accessed at www.indonesian-ir.org. This research shows that the Dice similarity scheme is more accurate than Manhattan Distance</span>

KOREKSI UJIAN ESSAY OTOMATIS DENGAN TEXT MINING PADA E-LEARNING STIKOM BALI

<p>ABSTRACT<br />One of the most important things in the world of education is evaluation in the learning process. The purpose of conducting an evaluation process is to find out the extent to which students understanding a material that has been delivered. There are several ways that can be done in conducting an evaluation, one of them is by giving exam questions to measure students' abilities. STIKOM Bali has implemented online evaluation through e-learning system. The evaluation model developed in the form of essay exam questions where students are asked to input answers to each question. But in its implementation the lecturer is still experiencing difficulties and requires more time in correcting the answers to the exam questions. This can affect the decline in objectivity in the assessment. The efforts that need to be made to overcome these problems need to be developed techniques that can automatically correct the results of essay exams using the Rabin Karp algorithm. The results obtained from the development of automatic correction techniques using the Rabin Karp algorithm are that they have succeeded in making automatic corrections to the results of the essay exam by matching the answers of students with the answer key using parsing-gram and hashing. The final score of the essay exam is a number from 1 to 100.<br />Keywords: Rabin-Karp, automatic correction, essay.<br />ABSTRAK<br />Salah satu hal yang terpenting dalam dunia pendidikan adalah evaluasi dalam proses pembelajaran. Adapun tujuan melakukan proses evaluasi adalah untuk mengetahui sejauh mana pemahaman mahasiswa dalam menyerap/memahami suatu materi yang telah disampaikan. Ada beberapa cara yang dapat dilakukan dalam melakukan evaluasi salah satunya dengan memberikan soal ujian guna untuk mengukur kemampuan mahasiswa. STIKOM Bali sudah menerapkan evaluasi online melalui sistem e-learning. Model evaluasi yang dikembangkan berupa soal ujian essay dimana mahasiswa diminta menginputkan jawaban pada masing-masing soal. Namun dalam implementasinya dosen masih mengalami kesulitan dan membutuhkan waktu yang lebih dalam melakukan koreksi jawaban dari soal ujian. Hal ini dapat mempengaruhi penurunan objektifitas dalam penilaian. Adapun upaya yang perlu dilakukan untuk menanggulangi permasalan tersebut perlu dikembangkan teknik yang dapat mengkoreksi otomatis hasil ujian essay dengan menggunakan algoritma Rabin Karp. Hasil yang didapat dari pengembangan teknik koreksi otomatis menggunakan algoritma Rabin Karp yaitu sudah berhasil melakuakan koreksi secara otomatis hasil ujian essay dengan cara mencocokan jawaban mahasiswa dengan kunci jawaban menggunakan parsing -gram dan hashing. Nilai akhir dari penilaian ujian essay berupa angka dari 1 sampai 100.<br />Kata Kunci : Rabin-Karp, koreksi otomatis,essay.</p>

Handwriting to Learn

Handwriting is a multisensory process known to enhance memory, focus, engagement, and cognition in the learner, thereby making it a valuable study skill. In an attempt to embed handwriting as a study skill in a gateway science course, I used a combination of scaffolding and individual student consultations. Scaffolding emphasized the use of desirable difficulties and retrieval practice through the implementation of techniques such as the flipped learning approach and take home-in class hybrid essay exams. While the former helped to increase overall student success the latter technique was aimed at enhancing written fluency in the subject, curbing procrastination, and providing opportunities for high impact retrieval practice during the in-class essay exams. One-on-one student consultations that emphasized rewriting and maintaining good notes were used as interventions throughout the semester to promote positive study behavior and also as a crucial stage in preparing for each unit exam. Level of student engagement in using handwriting as a study skill was traced within the context of a typical threshold experience. Handwriting as a study skill was successfully embedded in this course and showed positive results in terms of student retention, engagement, and overall success.

Reading-writing relationships in first and second language academic literacy development

Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this relationship are commonly identified in other ways. For example, research on summarizing skills is an aspect of abilities that come under reading-writing relations. Similarly, topics including synthesis writing, note-taking, plagiarism, content-driven essay exams, term papers, theses, and dissertations, among other topics, are all aspects of reading-writing relations. These core academic skills become even more complex aspects of reading and writing together, when we add electronic texts, web page resources, and other media sources.

Essay versus Multiple Choice Exams; An Experiment in the Principles of Macroeconomics Course

Examining the impact of test type in Principles of Macroeconomics via two-stage estimation of an education production function, I find that students do better on a post–course TUCE when they take multiple choice exams throughout the semester instead of taking essay exams. The type of test, however, does not impact the student's attitude toward economics or the decision to complete the course.