Analysis of Learning Management System Features based on Indonesian Higher Education National Standards using the Feature-Oriented Domain Analysis

Abstract

Various studies on the Learning Management System (LMS) have not examined the suitability of LMS features with the educational standards applicable in a country/region. This study aims to measure the suitability of LMS features with the National Higher Education Standards/ Standar Nasional Pendidikan Tinggi (SN-Dikti) in Indonesia using the Feature-Oriented Domain Analysis (FODA) method. This research identifies explicitly LMS features in the assignment and assessment functions. Besides, this study recommends previous LMS features for future LMS development based on the assessment standards applicable in Indonesia. The results of the analysis in this study found the suitability of the three LMS and recommended LMS features for Lecturer and Student users.

Recommended Features of Learning Management System Using Feature-Oriented Method Software Development on Moodle

“…In addition, data collection was also intended to list features of the four systems of referred LMS. According to the listing result, as shown in Table 3, the features recorded in the previous studies referred to the FODA method that was used more than that of this research [1] because there were some features with the same functions that could be integrated. Table 4 presents the list of features of LMS references.…”

“…A learning management system (henceforth referred to as LMS) is utilized to present teaching materials and to help distribute class assignments to students effectively and efficiently. The utilization of LMS amidst the pandemic is deemed helping learning activities online [1] [2].…”

“…Previous studies have recommended LMS features pertinent to learning and assessment standards as set forth by SN-Dikti [1][8] [9]. The LMS, principally, has several features ranging from uploading and downloading materials in varied formats [10], lesson plan [11], learning management [12], administrative-based management such as attendance reporting and data backup [13], recording [14], class organization [15], assignment distribution [10], assessment [16], to parent supervision [17].…”

“…This research also analyzes more features from different LMSs according to two basic standards in SN-Dikti, namely learning and assessment standards and five criteria of blended learning as references of feature recommendation. This research also added validity by experts to the results of the formulation of features which are expected to increase the validity of recommended features [1]. This research aims to formulate and recommend features of LMS relevant to the SN-Dikti and fitting the need of blended learning and to implement recommended features based on Moodle version 3.10, selected as a media of implementation of feature recommendation due to the plug-in feature available [12][13] [27].…”

Functional Inverse Material Description Test: Development of Islamic Integrated Communication Ability Instruments

“…According to Widjajanti Wahyudin (2010), students' misconceptions about mathematics are influenced by their experiences in learning mathematics. Thus, how the mathematics teacher communicates concepts, structures, theorems, or mathematical formulas to students will affect students' descriptions of mathematics (Baskoro et al, 2006;Darmayanti, 2023;Wicaksono et al, 2020). Son (2015) revealed that mathematical communication skills are essential for a mathematics teacher as a facilitator and mediator in learning.…”