Available via license: CC BY-SA 4.0
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Journal of Research in Instructional
e-ISSN: 2776-222X
Vol. 4(1) 2024, pp. 111 – 120
https://doi.org/10.30862/jri.v4i1.367
111
Design of learning python programming for informatics education
student using cloud computing technology based on google colaboratory
Syukri Adisakti Dainamang*, Henry Praherdhiono, Yerry Soepriyanto
Universitas Negeri Malang, Indonesia
Submitted:
27-02-2024
Accepted:
04-04-2024
Published:
23-04-2024
This is an
open access
article under
the CC–BY-SA
license
Abstract: The application of technology in learning can provide many benefits, such as
enriching learning methods, increasing learning motivation and facilitating access to
information. The world of education greatly benefits from the existence of cloud computing
technology such as google colaboratory in the Informatics Education department. Learning
design that is integrated with technology requires a suitable design in conducting technology-
integrated collaborative learning. In this study, researchers designed a computer support
collaborative learning with a gamification approach using the Research and Development
(R&D) method with the ASSURE model. The design test was conducted by content experts,
design experts, media experts, and gamification experts. The series of learning designs
developed by researchers received positive results by experts. The validation results assessed
by content experts get a score of 100%, media experts get a score of 95%, design experts get
a score of 87%, and gamification experts get a score of 88%. Based on this score, this learning
design is suitable for implementation.
Keywords: Cloud computing, CSCL, gamification, google colaboratory
Abstrak: Penerapan teknologi dalam pembelajaran dapat memberikan banyak manfaat,
seperti memperkaya metode pembelajaran, meningkatkan motivasi belajar dan memudahkan
akses terhadap informasi. Dunia pedidikan sangat diuntungkan dengan adanya teknlogi cloud
computing seperti google colaboratory pada jurusan Pendidikan informatika. Desain
pembelajaran yang diintegrasikan dengan teknologi memerlukan desain yang cocok dalam
melakukan pembelajaran kolaborasi yang dintegrasikan teknologi. Dalam penelitian ini,
peneliti mendesain pembelajaran compter support collaborative learing dengan pendekatan
gamifikasi menggunakan metode Reseach and Development (R&D) dengan model ASSURE.
Ujicoba desain dilakuka oleh para ahli isi, ahli desain, ahli media, dan ahli gamifikasi.
Rangkaian desain pembelajaran yang dikembangkan oleh peneliti mendapatkan hasil positif
oleh para ahli. Hasil validasi yang yang dinilai oleh ahli isi mendapatkan skor 100%, ahli media
mendapatkan skor 95%, ahli desain mendapatkan skor 87%, dan pada ahli gamifikasi
mendapatkan skor 88%. Berdasarkan skor tersebut desain pembelajaran ini layak untuk
implementasikan.
Kata kunci: Cloud computing, CSCL, gamifikasi, google colaboratory
*Corresponding author: syukriadisakti@gmail.com
INTRODUCTION
In this digital era, the use of technology has become inevitable in all aspects of life,
including the world of education. Technological advances and their rapid evolution have
had a positive impact on the industrial sector and various productive/service sectors, the
service sector that has benefited the most is education (Miranda et al., 2021), the rapid
development of learning technology has had a very broad impact on education in the 21st
century, including education in higher education (Qonita et al., 2019). Along with the access
to technology, software, and applications, more and more educators and researchers are
paying attention to the integration and use of technology (Fernandes et al., 2020).
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Education has been integrated with digital devices to enhance the learning and
teaching process (Raja & Priya, 2021; Yomaki et al., 2023), with the development of
technology in education, students, parents, and teachers face a variety of educational
technologies to choose from ranging from personalized digital learning platforms to
personalized digital learning tools (Escueta et al., 2020, Setyantoko et al., 2023), technology
is one of the solutions to develop meaningful learning (Fuada & Soepriyanto, 2020). The
application of technology in learning can provide many benefits, such as enriching learning
methods, increasing learning motivation and facilitating access to information. However,
according to (Kimmons et al., 2020), training teachers and students to practice technology
integration is a tough challenge at the moment.
Therefore, it is necessary to have a good understanding of how to integrate
technology in learning effectively, so that it can provide maximum benefits to the learning
process, educators must be professionally engaged in using digital technology for
communication, collaboration, and professional development (Ota et al., 2023; Štemberger
& Konrad, 2021; Yunita et al., 2023), as the most effective factor for integrating technology
into the classroom is the teacher themself, it is important to recognize the importance of
digital technology in the learning process (Dogan et al., 2021), technology is one of the
solutions to develop meaningful learning (Adi et al., 2020). Integrating technology in
learning is essential to support education reform in developing 21st-century skills (Ratih et
al., 2024). One of the technologies that can be integrated with learning in Informatics
Education is cloud computing technology.
Cloud computing technology has penetrated the world of education. Cloud computing
technology in education is not only used as a learning medium in the classroom that helps
lecturers in presenting teaching materials, cloud technology allows the use of broader forms
and methods of teaching and has proven to be one of the modern ways to accelerate and
optimize the learning process (Elmurzayevich, 2020). In the context of education, cloud
computing technology allows students and teachers to access resources and information
quickly and easily, without restrictions on time and place, cloud-based environments are
organized so that students can access them anywhere, as long as they have internet access
(Kim & Henke, 2021). In addition, cloud computing technology can also facilitate interaction
and collaboration between students and teachers, one of which is by using google
colaboratory.
Google Colaboratory is a cloud service based on Jupyter Notebooks for deploying
machine learning education and research (Carneiro et al., 2018), google colaboratory
provides web-based communication techniques and traditional collaboration methods
adopted using the web, google colaboratory which allows users to type python code in a
web browser (Kuroki, 2021), google colaboratory is a free GPU service provider that can be
used as a CNN computing tool (Handayani et al., 2020), google colaboratory can allow
students to study material independently, at a pace and in a way that suits them best, which
can accelerate and improve their understanding of the material, Google Collaboratory can
introduce students to programming concepts and can be a useful tool to help the learning
process (Vallejo et al., 2022). Google colaboratory can be a very useful tool to improve
student effectiveness and learning outcomes.
With cloud computing technology in the form of google colaboratory in Informatics
Education, It is necessary to implement a suitable learning design such as collaborative
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learning. Collaborative learning refers to learning arrangements that involve two or more
learners working together to achieve a common learning goal (van Leeuwen & Janssen,
2019). It can take the form of dialogue, negotiation, debate to solve their problems.
Computer-mediated cooperative learning (CSCL) is collaborative learning in which a group
of students use a computer network to maximize individual and group learning outcomes
and to achieve goals through discussion, CSCL which emphasizes reciprocal relationships
supported by information and communication technology thus enhancing group interaction
(Chengzheng et al., 2023). CSCL is built on the premise that collaborative knowledge
construction and problem-solving can be effectively assisted by technology (Jeong et al.,
2019).
In computer-supported collaborative learning (CSCL), there needs to be a design so
that it has added value in terms of learning design itself, there needs to be innovation and
appropriate support systems so that the positive impact increases in the application of
computer-supported collaborative learning. The innovation that can be done is by adding
the concept of gamification learning to computer-supported collaborative learning, the
application of this concept by using game principles in non-game activities, especially in the
world of education, gamification uses game-based mechanisms, aesthetics, and game
thinking to engage people, motivate action, encourage learning, by including game elements
in learning to make learning fun (Khuluq et al., 2023). Based on the explanation above,
researchers want to design learning for Informatics Education students by using cloud
computing technology based on google colaboratory.
METHOD
The method used in this research is research and development (R&D). The
development using the ASSURE model model. The steps instructed in the ASSURE model
are as follows.
Fig. 1. ASSURE model
Analyze learner In this initial step, the researcher analyzes the learning situation and
the general characteristics of the learners. At this stage, researchers conduct analyses in
order to find out and collect the data needed to carry out activities. State Objectives, the next
step is to determine specific learning objectives, in this goal formulate statements to
describe the competencies obtained by learners after learning. Select methods, media, and
materials, in choosing methods based on the objectives that have been formulated in the
previous step, as well as in choosing teaching materials to be delivered based on learning
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objectives, and in selecting media in conducting learning also based on previously
formulated objectives.
Utilize media and materials after determining the selected methods, media, and
teaching materials, then utilize them in learning activities. After the product is developed,
researchers test whether the methods, media, and teaching materials in the form of a
computer-supported collaborative learning (CSCL) learning design product with a
gamification approach are appropriate. In conducting trials, researchers carry out activities
(a) Preview the materials (review teaching materials) (b) Prepare the materials (prepare
teaching materials) (c) Prepare the environment (prepare the learning environment) (d)
Prepare the learners (prepare the learners) (e) Provide the learning experience (determine
the experience in learning).
Require learner participation (develop learner participation) In this stage, learning is
done by involving learners in the learning process. Evaluate and revise (assess and
improve) in this stage evaluate the model and assess the effectiveness in the development
of learning design. Evaluation of all learning components is carried out in order to obtain
quality development products.
The product to be developed is first validated by experts, who aim to determine the
feasibility of the product being made. Validation is carried out by content experts, media
experts, and design experts, and gamification experts. This research was conducted to test
the level of validation. The product was tested using an assessment instrument with a four-
option Likert scale.
Table 1. Scoring provisions
Score
Criteria
4
Agreed
3
Agree
2
Disagree
1
Disagree
Assessment to determine the quality and validation, calculated in the form of a
percentage. The results of data processing will be calculated through the following formula:
𝑋 = ∑𝑠𝑐𝑜𝑟𝑒 𝑟𝑒𝑠𝑢𝑙𝑡
∑𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 × 100%
(1)
Furthermore, the value of X is referred to as the interval determining the validation
of learning design development. In quantitative analysis, the percentage techniques are
used (Arikunto, 2002). The design developed is declared feasible if at least the feasible level
is more than equal to 60%.
Table 2. Validation criteria table
No.
Formula
Category
1.
81% X 100%
Very Decent
2.
61% X 80%
Worth
3.
41% ≤ X 60%
Less Feasible
4.
21% ≤X≤ 40%
Not Feasible
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RESULTS AND DISCUSSION
This chapter presents the results of development, validation by four competent
experts, as for experts who conduct validation, namely: content experts, media experts,
design experts, and gamification experts. The results of the development of computer-
supported collaborative learning (CSCL) learning design with a gamification approach can
be seen in the learning activities in the table below.
Table 3. Learning activities
Activities
Activity Description
Educator Activities
Learner Activity
Initial
(15)
• The educator opens
the lesson, then
conveys the learning
outcomes and rules
for learning activities
in the class.
• Educators open the
learning by saying
greetings.
• Educator checks the
attendance of learners.
• Educators convey
learning outcomes and
convey the rules of
classroom learning
activities.
• Learners listen to
explanations
regarding the rules
of learning rules in
class.
• learners ask
questions if there
is confusion
related to the rules
of learning
activities in class.
Core
(120)
• Read out the lecture
contact and rules in
the lecture.
• Forming learners into
groups for
collaboration.
• Point aim to
determine the ranking
in a class.
• Providing material
and problems then
learners in groups
solve the problem
• Educators facilitate
collaboration with
online platforms
• There will be a reward
for the group that gets
the highest point.
• The educator forms
the learners into
groups according to
the number of
learners in the class.
• Educators read out the
gamification rules in
the form of rules,
point, leaderboard,
and reward
mechanisms.
• The educator explains
the material to the
learners and gives
examples of problems
for the learners to
solve in groups in
class.
• Educators give
rewards to the group
that gets the highest
point that week.
• Learners gather
with their groups
and decide who
will be the team
captain.
• Learners solve
cases given by the
educator in groups
by discussing
through google
colaboratory.
End
(15)
The educator closes the
learning activity.
• Educators display the
leaderboard regarding
• Learners ask
questions related
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the results of the
standings of each
meeting.
• Educators close
learning activities.
to things that are
not understood to
the educator.
After the learning design has been developed, it will be validated by experts who are
following their competence. The testing carried out by this severe expert aims to determine
the serviceability of the results that have been developed in the form of computer support
collaborative learning (CSCL) learning design with a gamification approach.
Table 4. Results of the four Validators
Validator
Aspects assessed
Results
Content Expert
• Material suitability
• Appropriateness of the material
• Use of language
100%
Media Expert
• Ease
• Attractiveness
• Quality
• Motivation
95%
Design Expert
• Identity
• Systematics
• Semester lesson plan substance
• Time
87%
Gamification Expert
• Gamification elements
88%
Collaborative learning is one of the most critical concepts in distance education as the
diversity of learners is often seen as an important indicator to enhance comprehensive
interaction within the group and ensure the effectiveness of the learning process (Karaoglan
Yilmaz & Yilmaz, 2019), collaborative learning can train individuals in problem-solving,
sharing knowledge and skills (Setiawan et al., 2020), collaborative learning provides
convenience in learning, motivates students in learning and displays media that are
attractive to students (Praherdhiono et al., 2021).
The computer-supported collaborative learning is a learning approach that
prioritizes cooperation and collaboration between learners with the support of computer
technology. Computer-supported collaborative learning (CSCL) is considered an important
skill today (Hsu et al., 2021). In computer-supported collaborative learning, learning is
carried out with technology, which forms groups in learning that are later faced with
interactions to solve complex unstructured problems or asked to design a project, well-
structured collaborative enhances individual learning and has a significant influence on
learner satisfaction (Hernández-Sellés et al., 2019).
Gamification is an approach to learning that integrates game elements into the
learning environment, gamification in education has become increasingly prominent in the
last decade (Ramansyah et al., 2024). This approach uses game elements to enhance non-
117
entertainment applications to drive behavior change, engagement, motivation, and solicit
participation in activities (Bassanelli et al., 2022), gamification is an activity using game
elements but applied to non-game systems. In learning, gamification applies game elements
to non-game applications with the aim of increasing learner motivation in solving a
problem.
The first stage is the educator conveys the learning outcomes and the rules of
classroom learning activities; the educator reads out the gamification rules in the form of
rules, points, leaderboards, and reward mechanisms, when gamification is applied, learners
will be taken to a game-like learning atmosphere (Rumianda et al., 2020). These rules
include classroom learning activities. Educators form learners into groups according to the
number of learners in the class, then educators provide explanations related to the material
to learners and examples of problems for learners to solve in groups in class; learners have
the opportunity to get points when successfully solving problems (successful coding), the
first group to solve the problem every meeting is given 25 points, with points can motivate
learners and learning activities become better (Azman et al., 2023). Educators give points
to find out the ranking in standings in the class, and then there will be a reward for the group
that gets the highest point. The educator displays a leaderboard regarding the results of the
standings at each meeting. Based on the validation results that experts have carried out, the
learning design is suitable for use in the informatics education department of Citra Bangsa
University, Kupang City, East Nusa Tenggara.
CONCLUSION
In this digital era, the use of technology has become inevitable in all aspects of life
including in the world of education. The application of technology in learning can provide
many benefits, such as enriching learning methods, one of which is the use of cloud
computing technology in the form of google colaboratory. Developing a learning design that
is integrated with technology requires the right learning design and is in accordance with
the field conditions in the Informatics Education Department of Citra Bangsa
University. Computer-mediated cooperative learning is collaborative learning in which a
group of students use a computer network to maximize individual and group learning
outcomes and to achieve goals through discussion, the model in cooperative/collaborative
emphasizes the role of teachers and students. CSCL emphasizes reciprocal relationships
supported by information and communication technology to enhance group interaction.
In computer-supported collaborative learning (CSCL) needs to be designed so that it
has added value in terms of learning design, the innovation that can be done is by adding
the concept of gamification learning to computer-supported collaborative learning, the
application of this concept by using game principles in non-game activities, especially in the
world of education, gamification uses game-based mechanisms, aesthetics, and game
thinking to engage people, motivate action, encourage learning. The series of learning
designs developed by researchers received positive results from experts. Based on the
results of the validation that experts have carried out, the learning design results are
suitable for use in the Department of Informatics Education, Citra Bangsa University,
Kupang City, and East Nusa Tenggara.
118
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