http://ejournal.seaninstitute.or.id/index.

php/InfoSains
Jurnal Info Sains : Informatikan dan Sains, Volume 10, No 01 Maret 2020
E-ISSN.2797-7889, P-ISSN.2089-3329

Learning Support System With Computer Assisted Instruction Method

1
Mamed Rofendi, 2Amran Manalu
1
Manajemen Informatika, Universitas Imelda Medan, Sumatera utara
2
Tekinik Informatika, STMIK Pelita Nusantara, Sumatera Utara
Email: [email protected], [email protected]

Keywords Abstract. Physics is a branch of science or natural science that has an important role in
advancing human thinking and thinking. Physics is the science of nature, which studies
the basic elements that make up the universe, the forces acting in it, and their
consequences covering a wide range from the subatomic particles that make up all matter
Supporting Applications to the behavior of the universe as a single cosmos. Science or Natural Sciences (IPA) is
Physics Learning concerned with finding out about nature systematically, so that Science is not only the
CAI mastery of a collection of knowledge in the form of facts, concepts, or principles but also
as a process of discovery. Through the high school level physical science learning
application using the Computer Assisted Instruction (CAI) method, it is hoped that it can
increase the user knowledge in understanding straight motion kinematics material.

1. INTRODUCTION
The curriculum in the world of education is currently being directed at the unit level curriculum
(KTSP), which is a curriculum that is oriented towards the competence of student abilities which
includes knowledge, skills, attitudes, and values which are manifested in the habit of thinking and
acting [1]. The learning process is the result of the synergy of the three main components of learning,
namely students, teacher competence, and learning facilities. Current technological developments
have caused many changes including in the world of education which gave birth to the concept of e-
learning, as an electronic learning medium that allows students to receive the lessons delivered more
quickly [2]. Computer-Assisted Instruction (CAI) is the development of integrated information
technology, namely communication, audio, video, and images packaged as multimedia. By applying
the Computer Assisted Instruction (CAI) learning model to the concept of e-learning in every lesson
in various ways, namely presenting material, interacting with students by displaying tutorials, either
individually or in small groups. The learning media that is packaged in this computer program are
expected to be more varied and innovative so that the teaching and learning process can run more
effectively and efficiently [3], [4]. Where the interactions carried out by teachers and students are not
only done face-to-face but also carried out with computer media as a learning tool that has been
packaged as attractive as possible to help both teachers and students.
Physics is a branch of science or natural science that has an important role in advancing human
thinking and thinking. Science is concerned with finding out about nature systematically, so that
Science is not only the mastery of a collection of knowledge in the form of facts, concepts, or
principles but also as a process of discovery. From year to year and until now, there are still many
students who think that physics is a difficult, monotonous, boring, and even scary subject, so that
students' interest in learning is very low to find out in more detail about these physics lessons [5]. The
difficulty of understanding the formula in solving a problem is also one of the inhibiting factors for
students in understanding the material. This is what requires that science learning be packaged as
attractive as possible so that it doesn't seem monotonous and boring and easily understood by
students. Learning science will be more meaningful and interesting for students if the teacher can
convey and present problems that are easier to understand and closer to the daily lives of students.
Therefore, teachers need to provide assistance or encouragement to students to make it easier to
understand them.

2. METHOD
2.1. Computer Assisted Instruction (CAI)

Jurnal Info Sains : Informatikan dan Sains is licensed under a Creative Commons Attribution-Non Commercial
4.0 International License (CC BY-NC 4.0)
Page | 1
 http://ejournal.seaninstitute.or.id/index.php/InfoSains
Jurnal Info Sains : Informatikan dan Sains, Volume 10, No 01 Maret 2020
E-ISSN.2797-7889, P-ISSN.2089-3329

Computer-Assisted Instruction (CAI) is a learning and teaching system that uses computer
equipment as a tool together with its knowledge-based (basic knowledge). CAI is also a way of using
computers directly in the teaching process as an alternative to books. Computer-Assisted Instruction
(CAI) using computers becomes an integral part of a learning system, students are generally involved
in two-way interaction with computers through a terminal. CAI has an impact on education. In
handling large amounts and various kinds of information about various types and types and
classifications of students, educational institutions need skills in the field of information (storage and
retrieval) [5], [6].
The format for presenting messages and information in Computer Assisted Instruction (CAI)
consists of programmed tutorials, intelligence tutorials, drill and practice, and simulations.
Programmed tutorials are a set of both static and dynamic impressions that have been programmed in
advance. In sequence, a small set of information is displayed which is followed by a question.
Students' answers were analyzed by computer and based on the results of that analysis the appropriate
feedback. Other auxiliary media are usually combined for programmatic tutorial forms, such as print-
based reading assignments, group activities, laboratory experiments, exercise activities, simulations,
and interactive video discs. The benefits of programmatic tutorials will be seen when using branched
and interactive computer technology capabilities [6], [7].
Computer-Assisted Instruction (CAI)-assisted learning has been developed recently and has
proven its benefits to assist teachers in teaching and assisting students in learning. Computers can
simultaneously help tens of students and in the future, it is hoped that they can help thousands of
students at once. So it can be concluded that Computer Assisted Instruction (CAI) is one of the
teaching methods used to assist teachers in teaching material interactively in a tutorial program using
a computer application. In delivering teaching, Computer Assisted Instruction (CAI) can control
various processes, such as presenting material to users to learn, giving questions and problems to
answer, and providing an assessment of learning outcomes to users [8].
Computer-Assisted Instruction (CAI) is developed through the Instruction and Operating
Conditions program such as a theoretical guide. So that students must be given sufficient freedom to
control their learning methods. According to the journal Harvei Desmon Hutahaean, Computer
Assisted Instruction (CAI) lessons have the following characteristics:
1) Small steps
2) Respond clearly
3) Quick feedback
4) Leap yourself
2.2. Computer Assisted Instruction (CAI) Models
There are four types of Computer Assisted Instruction (CAI) learning models, namely
1) Tutorial Model
Tutorials aim to convey or explain certain material where the computer delivers material, asks
questions, and provides feedback according to student answers. In presenting the material,
tutorials can be divided into linear tutorials and branched tutorials. Linear tutorials present one
topic to the next in an order that has been determined by programming so that students cannot
choose learning material according to their wishes and abilities. Thus, each student learns the
same material, linear tutorials ignore differences in individual abilities. On the other hand, in
tutorial branching, individual differences are considered by giving students the freedom to study
material according to their wishes and abilities[9].
2) Model Drill And Practice
The drill and practice model is a model in learning by training students in the learning materials
that have been given.With constant practice, it will become embedded and then become a habit.
In addition to instilling habits, this model can also increase speed, accuracy, perfection in doing
something and can also be used as a way to repeat the material that has been presented [10].
The general characteristics of the Drill and Practice Model are:
Jurnal Info Sains : Informatikan dan Sains is licensed under a Creative Commons Attribution-Non Commercial
4.0 International License (CC BY-NC 4.0)
Page | 2
 http://ejournal.seaninstitute.or.id/index.php/InfoSains
Jurnal Info Sains : Informatikan dan Sains, Volume 10, No 01 Maret 2020
E-ISSN.2797-7889, P-ISSN.2089-3329

a) There is a presentation of problems in the form of practice questions at a certain level

b) Students work on the questions
c) Any feedback
The purpose of learning through the CAI drill and practice model is basically to provide exercise
conditions and recall information from learning materials or certain information within a
predetermined time.
3) Simulation Model
Simulation is used to demonstrate something so that students feel like they are in a real situation.
Simulation is widely used in dangerous learning material or material that is difficult to
understand [11].
4) Model Games
This game model is developed based on "fun learning", where students will be faced with several
instructions and game rules. In this game-based learning model, games will be designed to
generate excitement in students to increase the possibility of storing concepts, knowledge, or
skills that are expected to be obtained from the game longer.
The purpose of Instructional games is to provide an atmosphere (environment) that provides
learning facilities that enhance students' abilities. Instructional games do not need to mimic
reality but can have characters that provide a fun challenge for students [12].

3. RESULTS AND DISCUSSION

3.1. Analysis of Physics Teaching Materials
The topics that will be discussed in the physics science learning application of straight motion
kinematics include Motion, Distance and Displacement, Speed and Velocity, Acceleration and
Progress, Regular Straight Motion, Regular Changing Straight Motion, and Free Fall Motion.
a) Motion
The basic competencies of learning that must be mastered by students on this topic are that
students are expected to be able to know and describe the definition of motion in the straight
motion kinematics material.
Based on the conclusion above, in this topic, the only tutorial is presented to introduce the
definition of motion.
b) Distance and Displacement
The basic competencies of learning that students must master on this topic are that students are
expected to be able to know and describe the definitions of distance and displacement, be able to
work on practice questions given by the teacher, and complete group assignments on the straight
motion kinematics material. Based on the above conclusions, this discussion topic requires
tutorials and practice questions to help students understand the topic.
c) Speed and Speed
The basic competencies of learning that students must master on this topic are that students are
expected to be able to know and describe the definitions of speed and speed, be able to work on
practice questions given by the teacher, and complete group assignments on the straight motion
kinematics material. Based on the above conclusions, this discussion topic requires tutorials and
practice questions to help students understand the topic.
d) Acceleration and Acceleration
As for the basic competencies of learning that students must master on this topic, students are
expected to be able to know and describe the definition of Acceleration and Progress, be able to
work on practice questions given by the teacher, and complete group assignments on the straight
motion kinematics material. Based on the above conclusions, this discussion topic requires
tutorials and practice questions to help students understand the topic. As well as games which are
a collection of questions or quizzes from the material of motion, distance and displacement,
speed and velocity as well as acceleration and speed.
Jurnal Info Sains : Informatikan dan Sains is licensed under a Creative Commons Attribution-Non Commercial
4.0 International License (CC BY-NC 4.0)
Page | 3
 http://ejournal.seaninstitute.or.id/index.php/InfoSains
Jurnal Info Sains : Informatikan dan Sains, Volume 10, No 01 Maret 2020
E-ISSN.2797-7889, P-ISSN.2089-3329

e) Regular Straight Motion (GLB)

The basic competencies of learning that students must master on this topic are that students are
expected to be able to know and describe the definition of Regular Straight Motion (GLB), be
able to work on practice questions given by the teacher, and complete group assignments on the
kinematics of straight motion material. Based on the above conclusions, this discussion topic
requires tutorials and practice questions to help students understand the topic.
f) Motion Straight Changed Regularly (GLBB)
The basic competencies of learning that students must master on this topic are that students are
expected to be able to know and describe the definition of Regularly Changing Straight Motion
(GLBB), be able to work on practice questions given by the teacher, and complete group
assignments and display simulations aimed at making students more understand the concept of
straight-changing regular motion. Based on the above conclusions, this discussion topic requires
tutorials and practice questions to help students understand the topic. A collection of games
which is a collection of questions or quizzes from Regular Straight Motion and Regularly
Changing Straight Motion. As well as a simulation to explain the actual use of regular motion.
g) Free Fall Movement
The basic competencies of learning that students must master on this topic are that students are
expected to be able to know and describe the definition of Free Fall Motion (GJB), be able to
work on practice questions given by the teacher, and complete group assignments on the straight
motion kinematics material. Based on the above conclusions, this discussion topic requires
tutorials and practice questions to help students understand the topic. As well as games which are
a collection of questions or quizzes from the entire discussion topic on straight motion
kinematics material.
3.2. Application of the Computer Assisted Instruction (CAI) Method
Based on the description and analysis of the physics book above, learning media was prepared
as a learning aid for students using the Computer Assisted Instruction (CAI) method. The design
description of the physics science learning application is as follows:
a) Tutorial Model
In this tutorial model, there are 7 tutorials in each material that contain definitions and formulas
used in each discussion topic of straight motion kinematics. This tutorial is on the topic of
discussion about Motion, Distance and Displacement, Speed and Speed, Acceleration and
Progress, Regular Straight Motion, Regular Changing Straight Motion, and Free Fall Motion.
b) Model Drill And Practice
In this model, there are 6 drills and practice, namely in each topic discussion of straight motion
kinematics material. The total number of practice questions is 12 questions, that is, there are 2
practice questions for each material.
c) Simulation Model
There is only 1 simulation model in learning physics science, which is a combination of several
discussion topics. This simulation is also presented after the material of Straight Motion Changes
Regularly because this simulation has covered several discussion topics on the use of the
formula. The simulation offered in this physics science learning application is a simulation of a
moving car with the addition of a multimedia atmosphere and sound in it so that physics science
learning is more interesting and understandable through this simulation model.
d) Model Games
In this model, quiz questions are divided into 3 parts, namely:
1) Taken from 4 discussion topics, namely discussion topics 1, 2, 3, and 4. As for its use after
completing the 4th material with a total of 8 questions.
2) Taken from 2 discussion topics, namely discussion topics 5 and 6. As for its use after
completing the 6th material with a total of 5 questions.

Jurnal Info Sains : Informatikan dan Sains is licensed under a Creative Commons Attribution-Non Commercial
4.0 International License (CC BY-NC 4.0)
Page | 4
 http://ejournal.seaninstitute.or.id/index.php/InfoSains
Jurnal Info Sains : Informatikan dan Sains, Volume 10, No 01 Maret 2020
E-ISSN.2797-7889, P-ISSN.2089-3329

3) Taken from the overall discussion topic of straight motion kinematics material. As for its use
after the 7th discussion topic with a total of 20 questions.
3.3. Algorithm and Implementation
An algorithm is a logical arrangement in the form of steps or systematic ways to solve a
problem or to achieve a certain goal. The true value must be able to determine right or wrong.
a) Teacher Login Algorithm
This algorithm is the first step that the teacher takes before using this learning application. The
process is as follows:
1. Input: Name, Password
2. Output: Material Topics
3. Process:
If name = "admin" and password = "12345" then
Show Material Topics
Else
Return to Home
End If
b) Algorithm Tutorial
This algorithm is a step-by-step method for displaying the choice of topic for discussion material
that the teacher will choose to update it. The process is as follows:
1. Input: Title of Material, Content of Material
2. Output: Material
3. Process:
Category title  Title
Detailed Information  Contents
Save Data
c) Drill and Practice Algorithm
This algorithm is a step-by-step method for displaying Sample Problems, Solutions, and Practice
Questions which the teacher can update at any time. The process is as follows:
1. Input: Example Problems Kd_Soal1 to Kd_Soal7, Exercises Kd_Soal1 to Kd_Soal7, Answers
Kd_Soal1 to Kd_Soal7
2. Output: Problem
3. Process:
Problem Category  Sample Questions and Practice Questions
Question Details  Content and Resolution
Save Data
d) Games Algorithm
This algorithm is a step for displaying quiz questions and score results which can be updated at
any time by the teacher. The process is as follows:
1. Input: Quiz Questions Kd_Soal1 to Kd_Soal4
2. Output: Answer
3. Process:
Question Category  Quiz
Games Details  Fill in the quiz answers and scores
e) Simulation Algorithms
This algorithm is the steps to display the simulation of the discussion topic of regular changing
straight motion. The process is as follows:
1. Input: Value
2. Output: GLBB simulation
3. Process:
Input Value  Simulation
Jurnal Info Sains : Informatikan dan Sains is licensed under a Creative Commons Attribution-Non Commercial
4.0 International License (CC BY-NC 4.0)
Page | 5
 http://ejournal.seaninstitute.or.id/index.php/InfoSains
Jurnal Info Sains : Informatikan dan Sains, Volume 10, No 01 Maret 2020
E-ISSN.2797-7889, P-ISSN.2089-3329

Simulation Details  GLBB Simulation

4. CONCLUSION
In presenting the application theory of learning physics subjects regarding the kinematics of
straight motion. The discussion topics are about motion, distance and displacement, speed and
velocity, acceleration and acceleration, regular straight motion, regular changing straight motion and
free fall motion and presenting multimedia nuances in which sound and animation are in accordance
with the topic of discussion. Applying the Computer Assisted Instruction method or computer-based
learning can be implemented in high school level physics learning applications where this application
can be used individually and this application consists of tutorials, drill and practice, games and
simulations. To design this learning application, it is done by designing the display page first then
applying it to Macromedia Flash Professional 8 until the final stage can be used by the user. In this
physics learning application, it consists of several forms, namely the Home Form, the Main Menu
Form, the Login Form, the Tutorial Form, the Drill and Practice Form, the Games Form, the
Simulation Form, the Score Form and the About Me Form.

REFERENCES
[1] J. Simarmata et al., “Applying the learning multimedia applications for completion of linear
equations with subscription methods,” Int. J. Eng. Technol., vol. 7, no. 3.4 Special Issue 4,
2018.
[2] R. Ysquierdo, “The effects of computer-assisted language learning on English language
proficiency,” 2018.
[3] NCT03469154, “Sustainable Solutions for Paediatric Basic Life Support Training in Day Care
Centres,” https://clinicaltrials.gov/show/NCT03469154, 2018.
[4] E. F. Melcer, “Learning with the body: Understanding the design space of embodied
educational technology.,” Diss. Abstr. Int. Sect. B Sci. Eng., vol. 79, no. 10-B(E), 2018.
[5] A. Sukariyani, “APLIKASI PEMBELAJARAN HIDROGRAFI MENGGUNAKAN METODE
COMPUTER ASSISTED INSTRUCTION (CAI),” Pelita Inform., vol. 6, 2018.
[6] N. Maulida, H. Anra, and H. S. Pratiwi, “Aplikasi Pembelajaran Interaktif Pengenalan Hewan
pada Anak Usia Dini,” J. Sist. dan Teknol. Inf., vol. 6, no. 1, 2018, doi:
10.26418/justin.v6i1.23726.
[7] M. NUR IKA FITRIA and S. SULANDJARI, “PENGEMBANGAN MEDIA
PEMBELAJARAN PEMBUATAN POLA DASAR BUSANA WANITA BERBASIS
COMPUTER ASSISTED INSTRUCTION (CAI) MODEL TUTORIAL DI SMK NEGERI 1
SOOKO MOJOKERTO,” J. Tata Busana, vol. 7, no. 3, 2018.
[8] S. Hu et al., “Weakly supervised deep learning for covid-19 infection detection and
classification from ct images,” IEEE Access, vol. 8, pp. 118869–118883, 2020.
[9] Z. Ge, “Process Data Analytics via Probabilistic Latent Variable Models: A Tutorial Review,”
Ind. Eng. Chem. Res., vol. 57, no. 38, 2018, doi: 10.1021/acs.iecr.8b02913.
[10] R. T. Jurnal, “PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS TUTORIAL
BAGI MAHASISWA TEKNIK MESIN STT PLN,” Power Plant, vol. 5, no. 1, 2018, doi:
10.33322/powerplant.v5i1.111.
[11] U. Rahayu and A. Sapriati, “Open educational resources based online tutorial model for
developing critical thinking of higher Distance Education Students,” Turkish Online J. Distance
Educ., vol. 19, no. 4, 2018, doi: 10.17718/tojde.471914.
[12] R. A. Kievit et al., “Developmental cognitive neuroscience using latent change score models: A
tutorial and applications,” Developmental Cognitive Neuroscience, vol. 33. 2018, doi:
10.1016/j.dcn.2017.11.007.

Jurnal Info Sains : Informatikan dan Sains is licensed under a Creative Commons Attribution-Non Commercial
4.0 International License (CC BY-NC 4.0)
Page | 6