MEASURING UTILIZATION OF E-LEARNING COURSE DISCRETE MATHEMATICS TOWARD MOTIVATION AND EFFECTIVENESS OF STUDENT LEARNING (CASE STUDY FASILKOM MERCU BUANA UNIVERSITY)

International Research Journal of Computer Science (IRJCS) ISSN: 2393-9842
Issue 05, Volume 5 (May 2018) www.irjcs.com
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MEASURING UTILIZATION OF E-LEARNING COURSE
DISCRETE MATHEMATICS TOWARD MOTIVATION AND
EFFECTIVENESS OF STUDENT LEARNING
(CASE STUDY FASILKOM MERCU BUANA UNIVERSITY)
Sarwati Rahayu*
Information System, Faculty of Computer Science,
Universitas Mercu Buana,INDONESIA
sarwati@mercubuana.ac.id
Desi Ramayanti
desi.ramayanti@mercubuana.ac.id
Puji Catur Siswipraptini
pujicatur@sttpln.ac.id
Manuscript History
Number: IRJCS/RS/Vol.05/Issue05/MYCS10090
Received: 11, May 2018
Final Correction: 19, May 2018
Final Accepted: 25, May 2018
Published: May 2018
Citation: Rahayu, Ramayanti & Siswipraptini (2018). MEASURING UTILIZATION OF E-LEARNING COURSE
DISCRETE MATHEMATICS TOWARD MOTIVATION AND EFFECTIVENESS OF STUDENT LEARNING (CASE STUDY
FASILKOM MERCU BUANA UNIVERSITY). IRJCS:: International Research Journal of Computer Science, Volume V,
241-248. doi://10.26562/IRJCS.2018.MYCS10094
Editor: Dr.A.Arul L.S, Chief Editor, IRJCS, AM Publications, India
Copyright: ©2018 This is an open access article distributed under the terms of the Creative Commons Attribution
License, Which Permits unrestricted use, distribution, and reproduction in any medium, provided the original author
and source are credited
Abstract— In the implementation of learning E-Learning which has been implemented by the Mercu Buana
University in recent years had a positive impact on students and lecturer. However, in some course such as
Discrete Mathematics perceived by lecturer and student have several problems such as difficulty from lecturer to
explain some of the logic material or analysis algorithm problem. Students also do not understand clearly if only
read from the text that is presented through the e learning process. Effectiveness basically is attainment of precise
goal or selecting the appropriate objectives from a series of alternative or choice of ways and determine the choice
of several other options. Effectiveness can also be interpreted as a measure of success in achieving the goals that
have been determined. As an example if a task can finish with choice of ways which is already determine, then that
way is correct or effective.
Keywords— E-Learning; Mercu Buana University; Effectiveness;
I. PRELIMINARY
Technological developments from time to time has more advanced. Until now the development of information
technology is very make easy for people in everyday life. The development of information technology that is
already covering a wide range of fields, including education. Information technology widely used as a medium of
teaching aid for various fields of study. Media learning aid can be an electronic book (e-book), interactive e-book,
tutorial, and e-learning. The auxiliary media is expected to make more effective in student learning activities.

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Effectiveness essentially is a precise goal attainment or selecting the appropriate objectives from a series of
alternative or choice of ways and determines several other options. Effectiveness can also be interpreted as a
measure of success in achieving the goals that have been determined. For example, if a task can be completed with
the election of the ways that have been determined, then the way is correct or effective. In the implementation of
learning E-Learning which has been implemented by the Mercu Buana University in recent years had a positive
impact on students and Lecturer. However, in some subjects such as Discrete Mathematics perceived by faculty
and students have several problems including difficulty from lecturer to explain some of the logic material or
analysis algorithm problem. Students also do not understand clearly if only read from the text that is presented
through the e learning process. Based on that problem researchers feel the need to do research about the
effectiveness of learning e learning in Discrete Mathematics course. Thereby researchers deducing title
“Measuring Utilization of e-Learning Course Discrete Mathematics toward Motivation and Effectiveness of Student
Learning (Case Study Fasilkom Mercu Buana University).
A. Objectives and Benefits Research
The aim of this research is to analyse the learning outcomes of E learning courses Discrete Mathematics. While the
benefits of this research is for consideration whether this discrete mathematics courses suitable as courses in E-
Learning-right or not.
II. LITERATURE REVIEW
Information Technology (IT) has become a critical part in supporting higher education as University in the
process of research, education, and community services. E-Learning system as one of supporting activities and
service processes at Mercu Buana University has been implemented to support IT Strategic Planning [1]. Systems
electronic learning or e-learning can be defined as a form of information technology which is applied in education
in form of virtual schools. E-learning is the foundation and the logical consequence of the development
information technology and communication. With e-learning, teaching participants (learner or student) does not
need to be sitting quietly in a classroom to listen to each utterance of a teacher directly. E-learning can also
shorten the learning time schedule targets, and of course save costs to be incurred by a course of study or
educational program. Mercu Buana University uses “Moodle” CMS server technology and its infrastructure to
server its 30,000 of its students and uses technology independent web browser to access the e-learning content [2]
A. User Acceptance
Dillon [3] defines user acceptance as the willingness of a group of users to use information technology in support
of their work. Acceptance theory discusses the factors that influence the adoption of technology by the user so it
can minimize the risk of rejection of the technology. In question of factors is the characteristic of user psychology.
There are several models or theories of user acceptance in the field of information technology that has been
formulated by some experts that involves analysis socio-cognitive someone who is dynamic that is the attitude of
users to a new technology, by measuring the affective response initially. One of such model acceptance is the
Unified Theory of Acceptance and Use of Technology (UTAUT).
B. Unified Theory of Acceptance and Use of Technology (UTAUT)
Unified Theory of Acceptance and Use of Technology (UTAUT) is a technology acceptance model developed by
Venkatesh, Morris, Gordon B. Davis, and Fred D. Davis [4]. As the previous model or theory reception, UTAUT also
involve the analysis of user attitudes towards a new technology by measuring affective response. Expectation of
this method is to predict the acceptance of users in the long-term toward a technology UTAUT models formulated
by four main factors as determinants that affect the intention to act (behavioural intention) and behaviour to use a
technology (use behaviour). According to Venkatesh, variable behavioural intention is determined by
1. Performance Expectancy, namely the level of one's belief that the use of technology can help maximize
performance.
2. Effort Expectancy, namely one’s perception of the level of ease to use the technology.
3. Social influence, namely one’s awareness of the importance of a technology due to the influence of others or
the environment.
4. Facilitating conditions, namely the infrastructure and other facilities which able to support the use of a
technology.
Those four main factors are used by Din Jong and Wang in developing research models.
C. Student Acceptance of Web-based Learning System
Jong and Wang Din [5] research conducted to determine the admission of students to the web-based learning
system. Research carried out at the Technical University of Taiwan during the spring of 2009. This study modifies
the model of UTAUT, which involves other factors outside the model UTAUT. Factor written in penlitian are:
1. Attitude toward using technology, that is a person overall affective reactions in the use of technology, such as
the notion of positive / negative about the use of a technology, self-motivated, and feeling happy or not happy
in using the technology.
2. Self-efficacy, which is the ability of a person to use a technology to complete the work.

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The research result Din Jong and Wang [5] may illustrated as follows :
Figure 1 Final model Jong Ding and Wang.
Figure 1 shows that the variables that influence the behaviour intention is performance expectancy, Attitude
toward using technology, facilitating conditions, and social influence. Research Din Jong and Wang (2009) suitable
for use as reference material to make an application because this research made to discusses the implementation
of E-learning
III.METHODOLOGY AND RESEARCH
A. Research Method
The method used in this research is quantitative method of explanation experiment. Research with a quantitative
method of explanation experiment generally use a sample research conducted for generalization to the population.
This method also uses the research hypothesis to be tested statistically. Quantitative methods of explanation
experiment is a research method that is used to determine the effect of a media, a tool, or conditions that
deliberately organized against a symptom of activity and behaviour of a person or group of individuals.
B. Research variable
The research variables in process of analyzing the object of research should be set variables that represent items
experiments. The results of the study will depend on the interrelations between the variables studied, where the
variable is an attribute, object or activity which may have certain variations defined by the researchers to learned
and concluded. In this research, which is a variable is:
1. E-learning Discrete Mathematics which is the independent variable
2. Motivation is the dependent variable
3. Effectiveness is dependent variable
C. Design of Experiments
The object of this research is student class from DA2153EL (A404), DA2153EL (A402), DA2153EL (A401) in
Discrete Mathematics subjects at Mercu Buana University Jakarta from Department of Information 2014/2015
generation. Election samples using probability sampling, which means sampling taken based on the premise that
the whole class has the same opportunity to be sampled. Because all the students in the class that the sample has
the same opportunities, the class DA2153EL (A404), DA2153EL (A402), DA2153EL (A401) must be randomized.
The samples generated from this design remains a representative sample.
D. Method of Collecting Data
In outline, the data collection method used in this research is divided into three, namely:
1. Method experiments to prove the first hypothesis, namely, "student learning motivation using e-learning in the
learning process", is used method of collecting data through questionnaires. A questionnaire was used because
it’s easily provided, that is a form of questions toward the respondents. In addition, the questionnaire has
another advantage which is faster and cheaper than observation. Questionnaires will be sent to the respondent
directly addressed to the concerned respondent. Respondents were asked to fill out all the questions contained
in a questionnaire to give two kinds of Likert scale that is (a) a positive perception (favorable) (b) negative
perception (unfavourable)
2. while to prove the second hypothesis, namely, "There is a difference in student learning outcomes are not yet
using e-learning in the learning process with student results are already using e-learning", implemented the
following procedures:
a. Setting goals of the experiment.
b. Preparing equipment or experimental needs.
c. Determining the experimental group
d. Implementation of experimental activity learning process
Primary data student results from these two groups were statistically tested fatherly determine whether there are
differences in learning outcomes of students who are already using e-learning in the lessons with the learning
outcomes that have not been using e-learning in the lessons.

________________________________________________________________________________________________
IV. RESULTS AND DISCUSSION
A. Implementation of E-Learning Mercu Buana University
E-Learning or Lecture on Line Mercu Buana University aims to improve the quality of teaching and learning. With
On Line lecturing allows students to learn without limits of time and place. We call Learning without Limits
[http://elearning1.mercubuana.ac.id/]. Here is an overview of E-learning summit of Mercu Buana University:
Figure 2 Display E-Learning Mercu Buana University.
Figure 2 is an image display E Learning Mercu Buana University which can be accessed through
http://elearning1.ac.id/, E-Learning Mercu Buana University has type of facilitated e-learning or a combination of
learner-led e-learning and instructor-led e-learning. E-learning allows students to learn independently use
teaching materials or web-based modules which are available and communicate interactively with the lecturer.
Lecturers can also use e-learning as a medium or method of teaching using blended learning models, by uploading
videos or link using web-based material. E-Learning provides several facilities shown as in figure 5.2, including
discussion forums, providing quiz and supply modules must be completed at the weekend meeting or lecture in
3,4,5,6,9,10,11,12, and 13. While meeting 1,2,7 and 14 carried out face to face in the class.
Figure 3 Menu E-Learning.
B. Analysis and Interpretation
After carrying out a series of research at the Mercu Buana University, researcher obtained a number of data
considered valid enough to explain the variable that is exist in this paper, and tested hypotheses which mentioned
earlier. The numbers used for statistical calculations in this analysis were obtained from respondents' answers to
the questionnaire which was asked to the respondent, then obtained a score for each variable. In this research,
students in each class are grouped into two categories based on the pattern of the equivalent parallel group,
namely the experimental group and the control group. The experimental group is a group of students were
subjected to experimental a variable, that is the use of e-learning in the learning process. While the control group,
is a group of students who apply conventional learning. Of the overall sample (100 students) in this research was
obtained student with category the experimental group is 50 students and the group category were 38 students or
70% of male respondents and 12 female students or 30% of female respondents.

________________________________________________________________________________________________
The list of questions contained in the questionnaire consists of 51 question items that will become the benchmark
link between the effect of the use of e-learning on the motivation and effectiveness of students during the learning
descrete mathematics process by using e-learning system which were obtained from experimental group students
(student). Before proceeding to the main procedure of research, conducted a validation test data to test the level
of correlation significance (r). Validation test will be conducted by pearson method or Product Moment method,
namely with correlating the score of the item in the questionnaire with a total score. If the coefficient value is
more than 0.3 then the questions can be considered valid. This validity test using SPSS 12 program for windows
constants r count can be compared with r table with at least 95% significance level. from r data table, with a
significance level of 95% and N = 50 is equal to 0.244. Having conducted the test of validity, it is known that the
whole questionnaire has r count > r table, meaning all items considered valid question and can be used to collect
data in research. After the test validity, conduct realibity test to test the tools (instruments). The method used in
the reliability test is Cronbach's Alpha method
TABLE I - DATA VALIDITY ITEM QUESTIONNAIRE
Calculation of Cronbach's Alpha. Done by calculating the average intercorrelation between statements items in
questionnaire. Variable is relibel if the value of alpha is more than 0.3, which followed by testing using Spearman
Brown formula.
As a result, from correlation between the scores of odd and even item questionnaire, found that research
questionnaire feasible used as data collection instruments in order to determine whether there is an increase in
motivation of student to learning using e-learning. Here are presented the test results of validation and
rehabilitation. Based on the above validity table item questionnaire where r count > r table, meaning all items
considered valid question and can be used to collect data in research.

________________________________________________________________________________________________
TABLE 2- THE RELIABILITY DATA ITEM QUESTIONNAIRE QUESTIONS
Based on the data processed on each indicator at the top, then for testing whether the correlation is significant or
not, then the results of r11 can be compared with rtable with significance level α = 0.05 and dk = 50-2 = 48, then
obtained rtable = 0.224. Rule-making: If rcount with rtable. If r11> rtable, means reliable. And if r11 <rtable,
means not reliable. Means all the items on the questionnaire expressed as reliable, if r11> rtable. This
questionnaire is suitable as data collection instruments in order to determine whether there is an increase in
student learning effective as the use of e-Learning.[
C. Descriptive Statistical Analysis
Based on the 51 items of questions that refer to the relationship between the effect of the use of e-learning on the
motivation and effectiveness of learning discrete mathematics courses for students which conducted at the
Department of Informatics, Mercu Buana University, obtained quantitative data that can be analyzed interpretive.
Although theoretically discrete mathematics-based e-learning is believed to have a positive correlation with the
motivation and effectiveness of student learning, but there are other things beyond e-learning itself, which also
affect the success of discrete mathematics learning with e-learning. From the data obtained, it is known that there
are various factors that influence the motivation and effectiveness of student learning discrete mathematics.
Among these factors are the activities of the E-Learning is useful in the learning process in the Discrete
Mathematics course, E-learning can be effective way of teaching and learning activities to facilitate and accelerate
achieving the goals and objectives of learning materials, as well as students can improve the productivity of
learning and better results by using E-Learning.
Statistical research show that the use of E-Learning in teaching and learning in Discrete Mathematics course is still
considered to be less, so that the effectiveness of the achievement of the goals and objectives of the learning
material also can not be the maximum. From that the two things resulted in productivity study and the results that
collected is deficient in the learning process of e-Learning. In terms of institutional support, especially in the social
environment in the form of training and provision of facilities are also deemed to be less stable where the server
E-Learning ever happened down several times.

________________________________________________________________________________________________
And the use of personal internet facility owned by the students also played a role in reducing the effectiveness of
learning E-Learning is for example the Internet network is not stable. In terms of attitude following the
technological developments especially learning E-Learning in discrete mathematics are also considered to be less
attractive because for most of it material requires explanation mathematically which are elusive for student if only
rely on the reading from module course, although there are discussion forums on the E-Learning but it considered
less facilitated in terms of understanding the course material., Nevertheless, in spite of it all, was also found
indications that in general in the use of E-Learning is considered as easy to learn and use so it can be mastered
quickly by students who first learned the system of E-Learning. This learning E-Learning is also considered to
facilitate the task of studying respondents. In terms of information, E-Learning also considered capable of
providing up to date information needed by the students continuously.
D. Statistical Inferential Analysis
Inferential statistics analysis is associated with the data analysis. Analysis of this data is intended to perform a test
for the hypothesis. The results of statistical inferential analysis of the hypothesis in this study
1. Test Hypothesis In the Variable Performance Expectancy
Based on the average total weight of respondents answer toward Performance Expectancy or expectations of the
performance of the E-Learning in Discrete Mathematics courses namely 2.875 <3, which means that H0 accepted
and HI rejected. So based on the above data it can be concluded that the process of learning E-Learning in Discrete
Mathematics subjects considered less effective.
TABLE 3- HYPOTHESIS PERFORMANCE EXPECTANCY
2. Test Variable Behavioral Hypothesis Testing In intension
Based on the average total weights of respondents answer to the Behavioural intension or interest using the E-
Learning in Discrete Mathematics course that is 2,805 <3, which means that H0 accepted and HI rejected. Then
based on the above data it can be concluded that the students expect the learning process Discrete Mathematics
courses done conventionally or face to face in the classroom.
TABLE 4- BEHAVIORAL HYPOTHESIS INTENSION
V. CONCLUSION AND RECOMMENDATION
A. Conclusion
Based on the results of the data analysis and discussion on variable Performance Expectancy which valued 2,805
and Variable Behavioural intension which valued 2,833 then it can be concluded that the process of learning E-
Learning in Discrete Mathematics subjects considered less effective by the respondents, students and Lecturer.
Meanwhile, from the viewpoint of the availability of facilities and services E-Learning process as a whole is
considered good.
B. Suggestion
Based on the above conclusions, there are some suggestions that may researcher convey:
1. Components of educators which is lecturers should take advantage of the learning functions of the e-learning-
based optimally into the learning process so that students more easily to understand the material provide in
the E-Learning.

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2. The Chairman of the Department of Information as manager and supervisor of lectures should need to
consider in order to Discrete Mathematics courses serve as subjects face to face rather than as subjects of E-
Learning.
REFERENCES
1. M. Sadikin, H. Hardi, and W. H. Haji, “IT Governance Self Assessment in Higher Education Based on COBIT Case
Study: University of Mercu Buana,” J. Adv. Manag. Sci., vol. 2, no. 1, pp. 83–87, 2014.
2. Anis Cherid, “International Research Journal of Computer Science,” ASYMMETRIC SYMMETRIC Cryptogr. TO
Secur. Soc. Netw. MEDIA Commun. CASE ANDROID-BASED E-LEARNING Softw., vol. 5, no. 1, 2018.
3. H. Yang, J. Yu, H. Zo, and M. Choi, “User acceptance of wearable devices: An extended perspective of perceived
value,” Telemat. Informatics, vol. 33, no. 2, pp. 256–269, 2016.
4. A. R. Ahlan and B. I. Ahmad, “User Acceptance of Health Information Technology (HIT) in Developing Countries:
A Conceptual Model,” Procedia Technol., vol. 16, no. November, pp. 1287–1296, 2014.
5. D. Jong and T. Wang, “Student Acceptance of Web-based Learning System,” Inf. Syst. J., vol. 8, pp. 533–536,
2009.

MEASURING UTILIZATION OF E-LEARNING COURSE DISCRETE MATHEMATICS TOWARD MOTIVATION AND EFFECTIVENESS OF STUDENT LEARNING (CASE STUDY FASILKOM MERCU BUANA UNIVERSITY)

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